1. Do it now!
In silence write down on your A3 sheet of paper everything you can remember from lesson 1 or 2 today. You have 5 minutes.
Share what you can remember with your partner. Why do you think some things are easier to remember than others?

2. Effective Learning
8th October 2018 Today you are going to learn the secrets of effective learning. These secrets are based on evidence from cognitive psychology. This will change your life!
The video link is to Educating Greater Manchester where the teachers are trying to convince students to take their GCSE exams. Remind students that we don’t want them to get to this point – learning how to learn effectively now – will mean they can go into their exams with confidence!

3. Effective Learning Day
8th October 2018
You will learn about:
The multi-store model of memory
Six of the most effective learning strategies
The most important strategies in more detail

4. Effective Learning
8th October 2018 Before we look at these strategies we want to remind you about some foundations that need to be in place before effective learning can occur.

5. The Foundations of Learning
1. Present your work well 2. Behave well in class 3. Listen well

6. at The Henry Box School you need to make sure that:
best you can be
To be the
at The Henry Box School you need to make sure that:
All your work in your class book is your best work
You underline your title and date with a ruler
You write neatly in blue or black pen
You cross out mistakes with one ruler line - no scribbles!
Ask students to get out a few of their exercise books. They could spend 10 minutes checking that their work is the best it can be. You may need a supply of rulers and glue. Students could check each other’s work. Encourage them to write out spellings correctly.
You make corrections in purple pen
You take care with spelling, punctuation and grammar
You draw diagrams and graphs using a sharp pencil
You glue worksheets into your class book neatly

7. Ready
Respectful
Safe
Reminder of Ready, Respectful, Safe and what this means in the classroom

8. Listen well
Just hearing what your teachers say is not the same as listening to what they say.
Listening is a cognitive act that requires you to pay attention and think about and mentally process what you hear.
With your partner rank the following ideas. Number 1 will be the idea you think is the MOST useful for helping you to listen in class.
Sit up straight
Track the teacher while they are talking
Make a choice to find the topic interesting
Listen even more carefully when work is hard
Think about questions to ask while you are listening
There is no right answer – but it should generate some discussion. Students may have other ideas about how to listen well. They can write the letters in rank order on scrap paper or mini whiteboards. Optional activity: Students sit back to back. One has an abstract line drawing and they have to describe it to their partner and the partner has to draw what they are hearing. This emphasises the fact that listening requires cognition because you have to process what you're hearing and convert the aural into a different form.

9. Effective Learning
The multi-store model of memory will help you to understand WHY the learning strategies we will teach you about are so effective. If you want to find out more – ask an A level Psychology student!

10. The multi-store model of memory (Atkinson and Shriffin 1968)
Your teacher will read through the explanation of this model with you.
With your partner write down on your whiteboard or scrap paper three ways in which understanding this model helps you to learn more effectively.
Read the text to the students. Stop after each section to check understanding. This is a very simplified version of how memory works and is only one possible model.

11. The multi-store model of memory (Atkinson and Shriffin 1968)
Using any materials on your desk or in your bag make your own multi-store model of memory.
Add labels to your model to show how each part works.
Now explain your model to another pair.
Magenta principle – change! Post it notes or scrap paper for labels.

12. The multi-store model of memory (Atkinson and Shriffin 1968)
Quiz time!
How can you ensure that information from the environment passes into your short term memory?
Relax
Pay attention
Look out the window
There are three questions. Students could use mini white boards or put their hands up.

13. The multi-store model of memory (Atkinson and Shriffin 1968)
Quiz time!
How can you ensure that information from the environment passes into your short term memory?
Relax
Pay attention
Look out the window

14. The multi-store model of memory (Atkinson and Shriffin 1968)
Quiz time!
2. How can you ensure that information in your short term memory passes into your long term memory?
Rehearsal
Giving yourself time to forget
Audition

15. The multi-store model of memory (Atkinson and Shriffin 1968)
Quiz time!
2. How can you ensure that information in your short term memory passes into your long term memory?
Rehearsal
Giving yourself time to forget
Audition
Check students understand that rehearsal means lots and lots of practice

16. The multi-store model of memory (Atkinson and Shriffin 1968)
Quiz time!
3. What is the key to improving your knowledge?
Using social media
Spaced out practice
Underlining key information

17. The multi-store model of memory (Atkinson and Shriffin 1968)
Quiz time!
3. What is the key to improving your knowledge?
Using social media
Spaced out practice
Underlining key information