The metaphor was largely Sarah Cottingham’s work. In presenting to TTCT I had developed the foundations of dynamic, adaptive and interconnected. After a first release there were a few questions and queries that led to a second draft. My opening …
Following the excellent TTCT PD event, I posted the above slide on the metaphorical reference of memory as an ecosystem, as opposed to a library, and received two very interesting responses. Before I go further, I should say that the …
Do we have a terminology problem – yes. I think so. Comically highlighted by @C_Hendrick. ‘Retrieval practice’ the ‘testing effect’ or indeed test-enhanced learning is the case in point. In fact, Dr Agarwal asks us to ‘stop calling it that,’ …
Today, in the Q/A with colleagues from VNET I was asked two excellent questions. The first on “photographic memories” and the other on addressing the challenge of a bloated curriculum and too little time. I will get to the second, …
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 …
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 …
When you read the research on test-enhanced learning you will eventually find yourself knocking at the door of successive relearning. Track back through the papers on successive relearning and you will eventually meet the brilliant research of Dr Harry Bahrick. …
This INSET our school benefited from an afternoon’s presentation and conversation with Sarah Cottingham @overpracticed. Sarah’s social threads and blog posts are becoming very popular indeed. Here is what I took away from her presentation in addition to what I …
