Buttercup and dandelion clock.
I’ve made the case before that . Here’s what I spoke about at ResearchEd York: what we can do to improve
how much our pupils remember of what they’ve learned.
There’s a mismatch between what science suggests and what schools do on this.
A century of scientific study converges on a key insight for our design of curriculum and assessment: an insight that can be put work immediately, widely, at no cost, and to great effect.
In the scientific literature there are hundreds (if not thousands!) of studies on this,
some from as early as 1907, and the research in the last decade is particularly prolific:
In 2013, five cognitive scientists (Dunlosky, Rawson, Marsh, Nathan, Willingham 2013)
collated hundreds such studies and showed that practice testing
has a higher utility for retention and learning than other techniques:
Cognitive psychologists (Roediger, Putnam and Smith 2011) have summarised from this research
the many benefits of low-stakes or no-stakes testing:
The scientists’ review of the vast literature shows that these benefits are enduring
(Dunlosky, et al, 2013):
The questions to ask of this research as a teacher are:
what’s the optimal format and frequency of low-stakes testing or retrieval practice?
For simplicity, I’ll refer to this as quizzing, as Roediger, McDaniel and others do in their work.
Applied research suggests multiple-choice questions are as effective as short-answer questions.
The latest research study is as recent as March 2014,
so this is a fast-evolving field, and one to keep an eye on.
There’s also a question of whether regular frequency or longer spacing is more important:
It’s encouraging that the research evidence resonates with the work of successful school leaders
like Paul Bambrick-Santoyo, who works in over 1,000 schools with 90% poverty rates
and presided over dramatic academic achievement:
Now, over the last decade, eleven cognitive psychologists have taken over a hundred years
of laboratory research on the testing effect and applied it to classrooms and subject curricula.
Here’s what they recommend:
Use : testing interrupts forgetting
Roll forward into each successive quiz questions on work from the previous term.
Design quizzing to reach back to concepts and learning covered earlier in the term,
so retrieval practice continues and learning is .
in class helps the instructor verify that students
are in fact learning as well as they appear to be and reveal the areas where extra attention
is needed. is powerful for consolidating learning
and concepts from one stage of a course into new material encountered later.
Simply including one test in a class yields a large improvement in final exam scores, and .
Effortful retrieval makes for stronger learning and retention. The greater the effort to retrieve learning, *provided that you succeed*, the more learning is strengthened by retrieval.
In virtually all areas of learning, you build better mastery when you use testing as a tool
One of the best habits to instil in a learner is .
As far as I know, very few schools are applying these insights of cognitive psychology
in their curriculum and assessment systems. Very few design systematically cumulative tests.
Here’s a very rough ‘before and after’ snapshot of what a Year 7 curriculum and assessment system might look like when changed to put frequent, cumulative retrieval practice at its heart:
Repeated retrieval improves long-term memory retention
Practice testing outperforms often-used techniques like highlighting and summarising
Quizzing has several benefits for memory and motivation
The benefits of quizzing for memory retention are long-lasting
The scientific research chimes with expert experience
There’s a mismatch between what schools do and what the science suggests
Cumulative revisiting can improve our curriculum design
Recent research is exploring the optimal format and frequency of quizzes
I would like to do a much more extensive literature review on this,
but for now here are twelve of the papers that I think are useful:
You can TCR software and engineering manuals for spontaneously recall – or pass that exam.
I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.
I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.
Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com take advantage of business experience and expertise.
www.happyartaccidents.blogspot.com just for fun.
To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”