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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’
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Ruth Powley www.lovelearningideas.com
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Change attitudes with ‘powerful data’
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1. Use standardised scores
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2. Use a Tracker to incentivise students...
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3... and track completion of revision timetables etc.
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4. Focus students on their progress...
Each of you is given a colour...
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5... ensure that they engage with their performance...
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... and engage with their grades...
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6. Use war boards
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7. Teach students about the illusion of fluency and over-learning
Over-learn by 20% to avoid the illusion of fluency
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Change work ethic with focus on the actual not the intention
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8. Insist on knowledge organisers
Students who organise knowledge into a mental model show an advantage in learning Brown et al. Make it Stick
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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
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10. Drill students in exam technique
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11. Use book polishing and folder checks to insist on high standards of presentation
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12. Use targeted progress reports
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13. Use Scholarship Forms
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14. Use learning contracts
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15. Use parental guidance work packs
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16. Provide more exam practice with Exam Thursdays
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17. Use exam observations
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18. Consider summer progress schools
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Avoid ‘corner cutting’
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19. Insist on high quality oracy
Say it better Say it longer
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20. Quotes by Rote
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21. Ensure that students understand the cognitive science behind learning
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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 learning
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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 months
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24. Teach them about the Testing Effect
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Study versus testing Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention, Roediger and Karpicke Study Test
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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)
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26. Plan group retrieval opportunities
Re-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 you
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27. Don’t let them do what doesn’t work very well...
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28. Tackle over-highlighting
Highlighting creates the illusion of fluency
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29. Tackle re-reading work as revision
Re-reading work creates the illusion of fluency. Generating knowledge is more memorable than reading it.
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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
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