Over the last decade, a large body of literature on the benefits of testing (Roediger et al., 2011) has become connected with and articulated through the language and conceptual toolkit of cognitive science. The evidence is clear: testing raises pupil …
Today, I was at the Sec-Ed conference – Metacognition: Practical strategies for your classroom. It kicked off with Kirsten Mould @kirsten_mould from the EFF, Jackie Beere beamed in with the afternoon Keynote from Matt Bromley @mj_bromley – who was an …
End of year assessments – What to do before. What to do after. To get more learning from ‘End of Year Assessments.’ Under the umbrella of a twin-track school ethos of “happy and successful” and “growth and excellence” (pupils and …
Back in December I wrote a post for Sec Ed stating that an understanding of “retrieval practice alone is not enough.” In that post I argued that we also needed to be aware of spaced learning, interleaving, feedback and metacognition. …
In case you missed the first post Getting it wrong helps to get it right, the point was, the act of retrieving information from long term memory benefits learning. Retrieval, even unsuccessful retrieval modifies that memory, promotes consolidation (storage), and …
Having searched through a truck load on chapters on metacognition, looking to deepen my understanding of accuracy of confidence based assessment, the past few months have been enlightening. Much of that has to do with the generosity of Dr Justin …
Metacogniton has been an area of professional interest following a morning conversation with Professor Daniel Muijs at Embley Hampshire in 2018. It was about the time the EEF release the Metacogition and Self Regulated Learning Guidence Report. More recently the …
A swift record of my thinking… The more I teach with RememberMore the more I am convinced that the indirect benefits of applied retrieval practice in the classroom, are as important as the direct benefits. Whilst also shifting from retrieval …
