Summarising or applying research
Teaching Holes to Year 7 pupils we quiz every lesson. We pre-test chapter target vocabulary via matched diagnostic and target cues (word-definitions). We then post-test (spacing within the lesson). As we progress through the text, we continue with matched quizzes …
Information is not knowledge. Knowledge is not information. They are distinctly different and should be taught distinctly differently. Even knowing this, we won’t travel far at all without pupils’ attention and the borders of the hinterland will remain at a …
Yesterday Paul Cline @PaulCline_psy asked an excellent question. #Edutwitter Anyone recommend a good blog explaining the difference between general retrieval practice vs RP as a way to activate prior knowledge for a lesson. Want something clear to share with staff. …
Over the last decade, a large body of literature on the benefits of testing (Roediger et al., 2011) has become connected with and articulated through the language and conceptual toolkit of cognitive science. The evidence is clear: testing raises pupil …
Part I covered the background research, that the “more popular option” of premade flashcards may lead to users “missing out on learning experiences that might occur when making one’s own flashcards.” Of course, there is more to it than that. …
It is a practical question. Use premade flashcards or design your own? What at first appears to be a relatively straightforward question, is far from from it. Pan et al. (2022) offer a ‘General Audience Summary’ and that is a …
At the beginning of the summer, I stumbled upon the work of Dr Svenja Heitmann. At the time, I wrote up the papers and started a dialogue with Dr Svenja about her research. It follows on from my interest in …
Pupils don’t learn what you teach them. Sarah Cottingham Pupils learn their own interpretation of what you teach them – based on what they already know. That is, pupils attend to what they think is important based on what they …
