Category: RememberMore


15% failure rates

This post has been in draft for a few months now however prompted by @CatherineRusht2‘s mention of the “Goldilocks Principle” – I finished and posted it. Fortuitous indeed. You get the analogy. Just the “right” amount of difficulty – not too hard but also not too easy. A level of difficult is desirable because they…
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12 Jan ’22 0

Pepper and salt questions

Thinking is not driven by answers but by questions. Had no questions been asked by those who laid the foundation for a field…the field would never have developed in the first place. Paul and Elder (2000) Is there a more important topic in teaching than what and how to question? [Imagine a long, thoughtful pause.]…
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13 Nov ’21 0

Swamps the new rainforest?

Classrooms are messy and complex, a veritable swamp of interactions. After the testing effect, retrieval practice here are four that we have been exploring at length with RememberMore: spacing, interleaving confidence, motivation and interleaving. Spacingand interleaving (metacognition, confidence) Most recently, working in Year 7 maths classrooms, Emeny, Hartwig & Rohrer (2021) reported that spaced practice…
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31 Jul ’21 0

RememberMore in a year

With 18 months experience of teaching with RememberMore here is what I would share with schools looking to stabilise a school in flux or recession and why RememberMore may just be part of the solution. RememberMore is one part routine maker / behaviour barometer, one part teacher professional development and curriculum definer and three parts…
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27 Jul ’21 0

Plotline zzleup

With all the twists, turns, red herrings, dead-ends and misdirection in the text, coupled with the classes enthusiasm for riddles, I created a pseudo-puzzle activity to help review and then secure students understanding of the plot and to showcase how detective plot line is created. It is not the first time I have used this…
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6 Jul ’21 0

Vocabulary: What does it look like (part 5)

Hours invested, reading and watching, to learn that the Simple View of Reading is not simple, and that “Teaching Reading Is Rocket Science.” Here is what Louisa Moats would have us know and do. And if Pamela Snow references her work – I need little encouragement to take note. direct teaching of decoding, comprehension, and…
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3 Jul ’21 4