This is a nice blog to get us thinking about teaching and learning as we approach the new term. You may recognise the struggle zone and the six principles as I have shared this before. This is taken from the book ‘Make Every Lesson Count’ which is an excellent book if anyone would like to borrow it.
This blog written by David Didau that I shared back in late June made me think about my Year 10 group who were beginning to make links with other topics that we have studied in paper 1.
Thank you to Jason for sending through this link, it is an interesting read. A learning walk back in May really did demonstrate that we have the highest of expectations here at AGGS.
A useful blog on structuring effective revision.
A useful reminder of tips for effective revision.
Ditch the highlighter and teach a friend. Psychology shows us a lot about how to improve our memory and avoid distractions – here are some dos and don’ts
This blog discusses the importance of allowing students ‘time to connect the dots’ and only teaching for 10 minute periods at a time to ensure that students can ‘chew’ the information.
This is a really interesting blog about student motivation. A quick read.
When I first started writing about cognitive load theory and the need for explicit instruction, a lot of constructivists responded to me by suggesting that …
Thanks to Steven for sending through this link which is a nice summary of some of the revision techniques discussed at INSET etc.
If you don’t have time to read all of the blog, here is a quick snippet from Shaun Allison’s blog.
These three research informed strategies will definitely be happening in our Year 11 revision programme:
- low stakes quizzing – using flashcards, memory apps such as Ankiapp, or simply a set of 5-10 questions at the beginning of the lesson, so that students transfer as much information as possible from their long-term memory to their working memory;
- practice testing – exposing the students to as many types and styles of exam questions as possible, so that they become familiar with the expectations of the exams;
- elaboration through questioning – asking the students ‘why’ something is the right answer, so that they have to explain their thinking to develop their understanding.
…and three activities which will definitely not be happening, as Dunlosky’s research shows that they are ineffective:
- summarising notes
- highlighting and underlining
- just rereading notes (with no follow-up activity)
Tomorrow will mark 42 school days until the first GCSE exam for our current Year 11 cohort. They will have an extended assembly promoting the importance of this period, receive a study skills bookl…
This week’s blog is an interesting discussion about playing music whilst students work. Perhaps the music department may suggest some music that may be suitable!