Category: Teaching


unrecognizable surfer in wavy sea

Why Successive Relearning? Capturing the climate shift? (Part 2)

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 merely piggie backing his reflections and insights. As per “Why Successive Relearning? Socrates was right!…
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29 Mar ’21 0

Why Successive Relearning? Socrates was right! (Part 1)

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 and then RememberMore app to his classes. Conversations tend to bookend day, with the occasional highlights, successes or Eureka moments casually posted to posthumously return to…
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27 Mar ’21 0
wave rolling in pure clear sea

Yet more evidence for Retrieval Practice

Does retrieval practice improve student learning in school and classroom settings? Based on our literature review, our response for researchers and educators is an unequivocal “yes.” Agarwal et al., (2021) More meta evidence for Retrieval Practice. A second meta analysis in a week. Critically, Agarwal et al., (2021) compared classroom studies only. After screening 2000…
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17 Mar ’21 0

RRRR retrieval routines

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 RememberMore – we have refined and twinned that routine. Unmistakably Kate Jones’s work @KateJones_teach, Retrieve…
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15 Mar ’21 0
photo of automobile during dayatime

48,478 students’ data from 222 studies and 573 effects – Testing Effect (V)

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) and low-stakes (g = 0.477) quizzes. Stake level plays little moderating role in the classroom…
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14 Mar ’21 0
red maple leaf with thin stem in autumn park

48,478 students’ data from 222 studies and 573 effects – Testing Effect (IV)

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 itself. Critical to any teaching and learning lead, a question that underpins timetabling and teaching…
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14 Mar ’21 0