zxczcxScience of learning: Spaced practice (Long-term memory)
Spaced Practice involves studying the same information over multiple sessions rather than cramming it all into one. Through doing this pupils review material in short bursts over a long period of time rather than in a single massed amount of time. This gives their minds time to form connections between the ideas and concepts so …
zxczcxScience of learning: Knowledge Organisers (Retrieval practice)
A useful tool to aid retrieval practice are Knowledge Organisers. These are fact focused, and present information in an easily digestable format in order to help construct schemas. When referred to regularly, in a planner manner, they can greatly aid working memory and explicit vocabulary instruction. It is essential to think carefully how these are …
zxczcxScience of learning: Retrieval practice
Retrieval practice is the act of recalling learned information from long term memory. Each time the information is recalled it strengthens the connections between ideas and changes the context they are viewed in, which develops a pupil’s ability to use the information in different situations. Regular retrieval practice of prior knowledge can also help make …
zxczcxScience of learning: Concrete examples
Children learn new knowledge by tethering it to prior knowledge. Concrete examples can be useful at giving meaning to the learning and supporting the working memory by linking to already existing schemas. Many of the concepts we teach are fairly abstract in nature and in seeking to help pupils understand them we can build on …
zxczcxScience of learning: Reducing cognitive load
Working memory capacity increases with age and in general, a person can hold 5-9 items in their working memory at one time. Working memory is limited by content and time. Only a set number of items can be considered in the working memory at one time, therefore chunking material is essential. When items are chunked …