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 …
Edperiment 1a down, 1b to go. You are familiar with the methodology. Uncommon word or diagnostic cue. You produce the target cue or definition. ‘Papist’ was an uncommon word, do you remember it’s meaning? According to research and the Twitter …
We have already covered a lot of ground. So to gain a firmer footing… and ‘walking-the-walk,’ in promoting a ‘successive relearning’ approach to teaching, here goes with a review of Part I with a smattering of testing. Little is ever …
For the past three years, I have been reading, researching and thinking specifically about the process of learning and test-enhanced learning within the parameters of Atkinson and Shiffrin (1968) multi-store model of memory, which assumes there are three logically and …
Here is a short post spawned from a statement and a question. The statement: Routines are not the same as habits. The question: Is there a better term than “routine” to describe such sequenced action(s)? It is a perennial topic …
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 …
