New ways to engage your more able boys who are underachieving: ensure they strive for - PowerPoint Presentation

Slide1

New ways to engage your more able boys who are underachieving: ensure they strive for the top grades and successfully change their attitudes and work ethic to avoid ‘corner cutting’ Slide2

30 IdeasRuth Powleywww.lovelearningideas.comSlide3

Change attitudes with ‘powerful data’Slide4

1. Use standardised scoresSlide5

2. Use a Tracker to incentivise students...Slide6

3... and track completion of revision timetables etc.Slide7

4. Focus students on their progress...

Each of you is given a

colour

...Slide8

5... ensure that they engage with their performance...Slide9

... and engage with their grades...Slide10

6. Use war boardsSlide11

7. Teach students about the illusion of fluency and over-learning

Over-learn by 20% to avoid the illusion of fluencySlide12

Change work ethic with focus on the actual not the intentionSlide13

8. Insist on knowledge organisersStudents who

organise

knowledge into a mental model show an advantage in learning

Brown et al.

Make it StickSlide14

9. Build re-learning into curriculum planning

Students should practice until knowledge is correctly recalled once...

...and have three relearning

sessions

Rawson and

Dunlosky

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology Slide15

10. Drill students in exam techniqueSlide16

11. Use book polishing and folder checks to insist on high standards of presentationSlide17

12. Use targeted progress reports Slide18

13. Use Scholarship FormsSlide19

14. Use learning contractsSlide20

15. Use parental guidance work packsSlide21

16. Provide more exam practice with Exam ThursdaysSlide22

17. Use exam observationsSlide23

18. Consider summer progress schoolsSlide24

Avoid ‘corner cutting’Slide25

19. Insist on high quality oracy

Say it better

Say it longer

https://teacherhead.com/2014/10/24/10-silver-arrows-ideas-to-penetrate-the-armour-of-ingrained-practice/Slide26

20. Quotes by RoteSlide27

21. Ensure that students understand the cognitive science behind learningSlide28

22. Teach them about the Spacing Effect

We have known about the Spacing Effect since 1885 and it is one of the most reliable findings in research on human learningSlide29

23. Ensure that students know how to plan revision scientifically based on the spacing effect

In general, the best spacing gap is 10% - 20% of the test delay

For a test in 10 months time, space your revision every 1-2 monthsSlide30

24. Teach them about the Testing EffectSlide31

Study versus testingTest-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention,

Roediger

and

Karpicke

Study

Study

Study

Study

Test

Study

Study

Study

Test

Test

Study

Study

Test

Test

Test

Study

Test

Test

Test

TestSlide32

25. Ensure that there learning plan contains plenty of testing: the size of the testing effect increases with the number of tests done

When is practice testing most effective?

Repeated tests followed by spaced restudy 

Feedback on mistakes

Retrieval from long-term memory rather than recognition-based tests (e.g. multiple- choice questions) Slide33

26. Plan group retrieval opportunitiesRe-exposure

This re-exposes you to knowledge you might not have remembered yourself

Cross-cuing

The knowledge that others

recall might trigger extra recall

for youSlide34

27. Don’t let them do what doesn’t work very well...Slide35

28. Tackle over-highlightingHighlighting creates the illusion of fluencySlide36

29. Tackle re-reading work as revision

Re-reading work creates the illusion of fluency.

Generating knowledge is more memorable than reading it.Slide37

30. Tackle cramming

Cramming for just a few days before the exam leads to higher scores on immediate tests...

... but results in faster forgetting than spaced learning.  This makes it particularly dangerous for mock exams.

Find out more on why

cramming doesn’t

work