Category: Teaching

BELONG - RESPECT - ACHIEVE - ASPIRE

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Why Successive Relearning? Corrective Feedback with CRM (Part 4)

In part 2 (read it here) Ben and I discussed the importance of classroom climate in facilitating CRM and getting the greatest effects. The prequel this post, or part 3 (read it here) we spoke about preserving the Deadpool effect when increasing the difficulty when using RememberMore, such as widening the question pool. If you have been…
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18 Apr ’21 0
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Reducing a Teachers’ Cognitive Load

Yesterday, I was listening to Doug Lemov’s return on Craig Barton’s podcast. During the later parts of their conversation, Craig and Doug waltz graciously through the issue of a teacher’s Cognitive Load, twice. Once when discussing “worked examples” and soon after, when discussing “lesson preparation” (as opposed to lesson planning,) a new strategy included in…
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17 Apr ’21 0
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Why Rawson et al., (2013) – Successive relearning

Successive Relearning – Successive Relearning* – During initial learning, engaging in retrieval practice with restudy until all items have been learned to criterion (with RememberMore that is three consecutive i.e., correctly recalled responses.) Then, in one or more subsequent sessions, students engage in additional retrieval practice with restudy until all items are successfully relearned (i.e.,…
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10 Apr ’21 0
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Why Successive Relearning? Corrective Feedback with CRM (Part 3)

In part 2 we discussed the importance of classroom climate. That conversation moved to discussing “Corrective Feedback” with CRM as Ben Windsor @MrClassics3 moved to extend the deck, extend the breadth of knowledge he used CRM to deliver, and that he expected his learners to learn, know and remember. This conversation moved to discuss “How…
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6 Apr ’21 0
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“…more frequent, lower-stakes quizzes.” We have a idea.

You would think that in your attempts to harness the “testing effect” you could quite reasonably fall victim to the impairment of “test anxiety,” effects. The answer is relatively simple. More frequent, lower stakes quizzes retrieval. That – and control the spacing. Otherwise know as Successive Relearning. Silah et al., (2021) assess “how the quantity and…
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31 Mar ’21 0
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Extending the ‘testing effect’ to self-regulated learning

RememberMore (RM) is in development because or two things. One the powerful impact of retrieval and need to optimise the spacing the account for numerous learning cognitive biases that impede learning and retention. For just over a year now, we have been focusing on two tenets, optimising the direct benefits of Successive Relearning (retrieval practice…
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30 Mar ’21 0