Applying teaching strategied, techniques and ideas.
The final part of a 14 hour marathon. Starting with a question that is very important to me and not least @MaryMyatt. Q16. Does stake level matter? There is no significant difference in testing benefits between high-stakes (g = 0.441) …
If you have made it to Part IV you probably do not need an intro. Question 12 is a belter! A fundamental education modelling question all of it’s own and easily a whole blog post and research studied in of …
The opening post dealt with the broad overview of the paper and the key weighty finding that testing (class quizzing) yields a variety of learning benefits. Part II covered the open questions two to six. Here we are at question …
Yang et al., (2021) published their meta analysis just this week. The first post in this series looked at the broad point of ecological validity of testing research, both backward and forward testing effects concluding with the main finding. The …
Not that creative a post title I know however I have been reading and re-reading Yang et al., (2021) for the third time. It is a hefty piece of research. It draws together a number of components connected to the …
Back to school. Back at the coal face. Another fruitful week working on Remembermore and with various curriculum experts and colleagues. What is new? Classroom.remembermore.app – individual decks now have their own URL. Here is a direct link to KS3 …
Get outside your echo chamber. Gayle Allen’s podcast “Curious Minds at Work” has long been my in-pipe for non-education, organisational development thinking. 182 episodes. Yesterday (whilst shopping for a post-lockdown suit) I listened to Dan Cable – On Unlocking Your …
28 Jan 2011 I bookmarked three links on retrieval practice. Part of a Purdue University press release on the work of Jeff Karpicke. I distinctly remember a 50% improvement in long-term memory for retrieval over concept maps. A consolidation activity …
