Successive relearning is a pedagogical approach to space retrieval practice
You would think that in your attempts to harness the “testing effect” you could quite reasonably fall victim to the impairment of “test anxiety,” effects. The answer is relatively simple. More frequent, lower stakes quizzes retrieval. That – and control …
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 …
This is “Part 2” in a short series of posts exploring the introduction of Successive Relearning (both CRM and the now the RM app) with Ben Windsor aka @MrClassics3. In fact, it would be fair to say that I am …
It has been three weeks since Ben I started collaborating with RememberMore. It has been a fascinating, professionally rewarding, mainly digital, tennis conversation exchange, regarding the introduction of clasroom.remembermore.app and then RememberMore app to his classes. Conversations tend to bookend …
Twelve years investment in reading and applying the Cognitive Science principles behind retrieval practice and the “testing effect,” led to a further 12 months of development into RememberMore with my students. 2 lock downs and 12 month road-testing later with …
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 …
