Of all the areas of research that have found their way into the classroom over the last few years, research into memory and retrieval is top of the list. But while teachers may understand the importance of things like retrieval practice and spacing, do our students? In this course, we look at how we can help our students understand some of the key research findings in order to improve their engagement in class and the effectiveness of their study. We then discuss some general principles of memory that have powerful classroom applications, including the role of cues, confidence scores, different types of retrieval questions and how to make corrections as effective as possible. We end with a deep dive into two key retrieval opportunities that often become lethal mutations - Low-Stakes Quizzes and the Do Now.
See the bottom of this page for FAQs.
Course overview
Making the most of this course
Retrieval opportunities
Tip 1. Show your students the Forgetting Curve
Tip 2. Show your students the path to high storage and retrieval strength
Tip 3. Show your students the limits of working memory
Tip 4. Show your students how long-term memory helps thinking
Tip 5. Show your students that being familiar with something is not the same as knowing it
Tip 6. Ensure you provide retrieval opportunities for all content
Tip 7. When designing retrieval opportunities, aim for 80%
Tip 8. Vary the types of retrieval questions you ask
Tip 9. Consider providing prompts and cues during retrieval opportunities
Tip 10. Get your students to assign confidence scores to their answers
Tip 11. Make corrections quizzable
Tip 12. Twenty-one ideas to improve your Low-Stakes Quizzes
Tip 13. Fifteen ideas to improve the Do Now
Tip 14. Consider using Trello to help organise the disorganised
Going forward
Contents
How to make the most of this course
The issue with FOMO
Two questions to consider
Two types of tips to look for
The issue with good intentions
Two questions to consider
Implementation intentions
Retrieval opportunities
Retrieval opportunities
Image of the retrieval opportunities
Tip 1 - Show your students the Forgetting Curve
Where we are at
What is the problem?
Two questions to consider
Show your students the Forgetting Curve
Implementation intention
Tip 2 - Show your students the path to high storage and retrieval strength
Where we are at
What is the problem?
Two questions to consider
The diagram
The path to B
Implementation intention
Tip 3 - Show your students the limits of working memory
Where we are at
What is the problem?
Two questions to consider
Demonstration 1
The answer
The diagram
Demonstration 2
The answers and why
Implementation intention
Tip 4 - Show your students how long-term memory helps thinking
Where we are at
What is the problem?
Two questions to consider
Demonstration 1
Demonstration 2
The answers and why
Implementation intention
Tip 5 - Show your students that being familiar with something is not the same as knowing it
Where we are at
What is the problem?
Two questions to consider
Strengthening the Student Toolbox
The Google challenge
Google discussion
The Apple challenge
Apple discussion
What to do instead
Implementation intention
Tip 6 - Ensure you provide retrieval opportunities for all content
Where we are at
Retrieval opportunities reminder
Question 1
Question 2
Question 3
Two questions to consider
The list
The schedule
Implementation intention
Tip 7 - When designing retrieval opportunities, aim for 80%
Where we are at
What is the problem?
Two questions to consider
Aim for 80%
Implementation intention
Tip 8 - Vary the types of retrieval questions you ask
Where we are at
A question...
Two issues
Two questions to consider
Introduction to the different types of questions
1. Short procedure
2. Multi-step procedure
3. Contextual
4. Interwoven question
5. Exam question
6. Diagnostic Question
7. Diagnostic Question: extra!
8. Diagnostic Question: creation
9. Alternate methods
10. Categorise the topic
11. Explanation of terminology
12. Etymology
13. Explanation of method
14. No-number question
15. Explain the mistake
16. Goal-Free Problem
17. Examples / Non-examples
18. Frayer Diagram
19. SSDD Problems: different domain
20. SSDD Problems: same domain
Reflection on all 20 types
Image of all 20 question types
Implementation intention
Tip 9 - Consider providing prompts and cues during retrieval opportunities
Where we are at
What is the problem?
Two questions to consider
Prompts and cues
Image of different prompts and cues
Four things to consider
Implementation intention
Tip 10 - Get your students to assign confidence scores to their answers
Where we are at
What is the problem?
Two questions to consider
The hypercorrection effect
The process
The process in action
Using confidence scores to improve feedback
Different uses of confidence scores
Two extra tips!
Implementation intention
Tip 11 - Make corrections quizzable
Where we are at
Two questions
Two problems
Two questions to consider
Create the cards
The pedagogy
How students can use the cards
What other schools do
Implementation intention
Tip 12 - Twenty-one ideas to improve your Low-Stakes Quizzes
Where we are at
Introduction
Two questions to consider
Introduction to the research
Tip 1 - Call them quizzes, not tests
Tip 2 - Make the quizzes mixed-topic
Tip 3 - Quiz the things that are hard to quiz
Tip 4 - Think carefully about the topics you include
Tip 5 - Vary the types of questions you ask
Tip 6 - Aim for a mean score of 80%
Tip 7 - Tell students (and colleagues) why you are doing Low-Stakes Quizzes
Tip 8 - Run the quizzes at the same day and same time each week
Tip 9 - Where possible, print the quizzes out
Tip 10 - Students should answer on their own and in silence
Tip 11 - Carefully consider prompts and cues
Tip 12 - Have a flexible time limit
Tip 13 - Have students assign confidence scores before the answers
Tip 14 - Don’t model solutions, project up full written solutions
Tip 15 - Include the topic, and references to support and practice
Tip 16 - Students mark their own work with ticks and crosses
Tip 17 - Students create review cards, starting with highest confidence error
Tip 18 - Promote the message: “helping others is the hardest job in the classroom”
Tip 18 - extra - what about students who get lots wrong?
Tip 19 - Do a super-quick check AfL check
Tip 20 - Plan when you will reteach
Tip 21 - Resist the urge to record the scores
Review of all 21 tips
Image of all 21 tips
Implementation intention
Tip 13 - Fifteen ideas to improve the Do Now
Where we are at
Introduction
Two questions to consider
Tip 1 - Decide on the purpose of your Do Now
Image of the 7 purposes
Tip 2 - Ensure your students know the purpose of your Do Now
Tip 3 - Ensure the format of your Do Now means students can start without any guidance from you
Tip 4 - Make the first question of the Do Now an easy one that doesn’t require equipment
Tip 5 - Don’t disrupt the start of the Do Now
Tip 6 - Decide on the means of participation
Tip 7 - Think if students really need to copy down each question
Tip 8 - Circulate the room
Tip 9 - Consider providing cues
Tip 10 - Decide what students do if they get stuck
Tip 11 - Decide how you will do a check for understanding
Tip 12 - Decide how you will go through the answers
Tip 13 - Design your Do Nows so students feel successful
Tip 14 - Vary the types of questions you ask
Tip 15 - Consider just cracking on where the last lesson left off
Reflection on all 15 ideas
Image of all 15 ideas
Implementation intention
Tip 14 - Consider using Trello to help organise the disorganised
Where we are at
Introduction
Jon's story
Two questions to consider
Trello - how it works
Why Trello might be a good idea to try
Implementation intention
Going forward
Review of what we have covered
Image of what we have covered
Goodbye!
Links to my other work
My books
My podcasts
My websites
FAQs
Is this course suitable for primary school teachers?
I am a secondary school maths teacher by training, and I make no claim whatsoever to have any expertise in the domain of primary teaching. However, I have been lucky enough to run this course lots of times with primary colleagues, and it seems to go down well. The key ideas concerning memory and retrieval should transfer to different phases, but will be most suitable for teachers of upper Key Stage 2.
Is this course suitable for non-maths teachers?
I think so. I am always reluctant to offer any kind of insight to my non-maths colleagues, but I have been lucky enough to run this workshop for whole school INSET training a number of times, and it seems to go down well. Whilst the specific examples used are mainly from the world of maths, the focus is on the development of memory in any classroom.
Is this course suitable for non-UK teachers?
Yes! I have been lucky enough to work with teachers all around the world, and I ensure wherever possible that my courses are not tied to any specific curriculum or specification. I am confident that aside form my weird accent, teachers from other countries will find most of the ideas relevant and transferable.
How long does it take to do the course
You could whizz through all the videos in a few hours. But the idea is you watch the video where I present a problem, reflect where you are at, listen to my proposed solution, reflect upon that, and consider what you would need to change to make it work for you.
Therefore, a full-day is probably suitable to do the course.
Even better if you can do a section of the course, try some ideas in your classroom, reflect on what worked and what didn't, and then move on to the next section of the course.
How long can I access the course content for?
As long as this platform exists! That is one of the key advantages of an online course - you can go back over the content again and again.
If, for whatever reason, the platform shuts down or I need to remove content, I will give you as much notice as possible (I will aim for at least 6 months) so you can complete the courses.
Can I pay with an invoice instead of online?
The easiest way to pay is online. The service accepts all major cards as well as PayPal. Paying this way gives you immediate access to the course.
But if you need to pay via invoice, then no problem! Just send an email to mrbartonmaths@gmail.com with details of:
1. The email addresses of the delegates taking the course
2. Your school name and address
3. Who to email to invoice to
Then I will send you an invoice and register your colleagues on the course.
Can I get a VAT receipt?
Of course!
If you have paid online, just login, click on the drop-down menu next to your picture on the top-right of the screen, select Billing and you can print off your VAT receipt(s) there.
If you pay-offline (by emailing me as described above) then I will email you an invoice which will serve as your VAT receipt.
Can I buy one pass and then share it with my colleagues?
I am afraid not. The price of each course is per person.
Each person who pays for the course has their own log-in details, so the platform can keep track of their individual progress. This allows you to log back on using any device and pick up where you left off.
Are there discounts available?
If you want to purchase a bundle of passes for the courses - perhaps you have a large department or you are part of an Academy chain - send me an email telling me what you have in mind, and hopefully we can reach a deal!
