1. How to learn and remember knowledge
@ Wilmslow High School

2. How does knowledge make it easier to learn?
Students with a rich base of knowledge find it easier to learn more Daniel Willingham, How Knowledge Helps

4. How we make sense of knowledge
1. Encoding
How we make sense of knowledge

5. Organising Knowledge
Students who organise knowledge into a mental model show an advantage in learning Brown et al. Make it Stick

6. Homework task for Year 8 and 9
These two days are all about how you develop Complete Learning You will be learning two pieces of knowledge today on key historical figures and authors, and on Tim Peake You will be tested on Wednesday to see how much of this you can remember

7. Self Explanation
Explaining knowledge in your own words

8. Elaborative Interrogation
Giving knowledge meaning by connecting it to what you already know

9. Explanation of elaborative interrogation

10. How we store knowledge in our long term memory
2. Storage
How we store knowledge in our long term memory

11. The Illusion of Fluency
The mistake that because knowledge is easy to remember now, it will remain that way

12. Practice
Memory requires ongoing practice Daniel Willingham, Practice makes perfect

13. Re-learning
Students should practice until knowledge is correctly recalled once and have three relearning sessions Rawson and Dunlosky When is practice testing most effective?

14. Over-learning
Over-learn by 20% to avoid the illusion of fluency

15. How we retrieve knowledge from our long term memory
3. Retrieval
How we retrieve knowledge from our long term memory

16. Regular retrieval strengthens recall
As I retrieve something it becomes more accessible, stronger, more recallable.
Robert Bjork
Find out more

17. The Spacing Effect Find out more
We have known about the Spacing Effect since 1885 and it is one of the most reliable findings in research on human learning

18. The Spacing Effect
Spaced learning Knowledge is studied a few times spaced over a long span of time Massed learning (Cramming) Repeated study over a short span of time

19. What is wrong with massed practice?
Massed practice creates the illusion of fluency It leads you to believe that you know information better than you actually do

20. Explanation of spacing

21. Plan your revision scientifically
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 Find out more

22. Interleave topics

23. The Testing Effect
Find out more

24. Study versus testing
Research by Roediger and Karpicke
Study
Test

25. Testing and Quizzing
Short, frequent exams are most effective, especially when with receive feedback on the correct answers What works, what doesn’t (no. 1 method)

26. 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) 

27. Why is it worth doing group retrieval?
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

28. What doesn’t work very well

29. Highlighting
Highlighting creates the illusion of fluency Find out more

30. Re-reading work
Re-reading work creates the illusion of fluency. Generating knowledge is more memorable than reading it. Find out more

31. 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

32. You can find these more resources at...
Firefly link to be added in