Summarising or applying research
Yesterday, I was listening to Doug Lemov’s return on Craig Barton’s podcast. During the later parts of their conversation, Craig and Doug waltz graciously through the issue of a teacher’s Cognitive Load, twice. Once when discussing “worked examples” and soon …
Successive Relearning – Successive Relearning* – During initial learning, engaging in retrieval practice with restudy until all items have been learned to criterion (with RememberMore that is three consecutive i.e., correctly recalled responses.) Then, in one or more subsequent sessions, …
In part 2 we discussed the importance of classroom climate. That conversation moved to discussing “Corrective Feedback” with CRM as Ben Windsor @MrClassics3 moved to extend the deck, extend the breadth of knowledge he used CRM to deliver, and that …
RememberMore (RM) is in development because or two things. One the powerful impact of retrieval and need to optimise the spacing the account for numerous learning cognitive biases that impede learning and retention. For just over a year now, we …
Does retrieval practice improve student learning in school and classroom settings? Based on our literature review, our response for researchers and educators is an unequivocal “yes.” Agarwal et al., (2021) More meta evidence for Retrieval Practice. A second meta analysis …
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 …
