Author: Kristian Still

BELONG - RESPECT - ACHIEVE - ASPIRE

Do Now… or shall we think about it a little more?

Late on Saturday afternoon, and a Barry Smith (@BarryNSmith79) retweet, with a Sam Strickland sub tweet, passed through my timeline. As with much of Twitter, it is a passing moment, so I tentatively asked Barry if he could elaborate. And that he very kindly did. First a DM reply, followed by a short audio recording.…
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10 Oct ’21 0

Latimer, Peyre and Ramus (2021)

A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention 3948 results, processed down to 42 studies selected for screening, 29 studies fulfilled the criteria. Two key questions Spaced versus Massed Repeated Retrieval Practice Expanding versus Uniform Spacing Schedule Moderators included Setting Education Level Type of Material Design Test Type Used…
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2 Oct ’21 0

Sorry for my absence

This September I started a new role at Boundary Oak School, new classes, new teaching, new systems, only to be tripped up at the end of week two by Covid. RememberMore development continues and something had to give – there was just not the time to write, sorry. Back to work this week gave me…
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2 Oct ’21 0

ResearchEd NC21

Prepared the session on Successive Relearning. Early train. Met old friends, made digital acquaintances 3d. Met, enjoyed a coffee with, and laughed with a self-pronounced Research Legend Paul Kirchner and Kelly Furlough. Made new connections. Met the gentlemen from #morethanajob podcast. Learnt quite a bit. How could you not? It was am embarrassment of riches.…
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5 Sep ’21 0

Planning a scheme of work – workflow

Having drafted a five part series on curriculum planning and designing a flexible Teaching-Instruction Model (that accommodates my professional interest in Complex Adaptive Systems), I was asked if I could go through the steps I would take to plan a scheme of work as a sequence of meso-cycles as a class teacher. Converting the model…
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20 Aug ’21 0

Plans, macro-cycles and spirals (part 5)

So here it is, the first final draft. A model of sequenced teaching-instruction as “teach-assess-adapt” (accepting that there is more to teaching than that). The introduction of meso-cycles, along side macro (schemes of learning) and micro cycles (lesson(s)) and the differentiation of warm (for learning and practice) and cold (for verification of learning) assessments. Lastly,…
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16 Aug ’21 0