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
2 mins
24.5 MB
Two questions to consider
548 KB
Two types of tips to look for
3 mins
64.1 MB
The issue with good intentions
1 min
16.1 MB
Two questions to consider
553 KB
Implementation intentions
4 mins
118 MB
Retrieval opportunities
Retrieval opportunities
3 mins
91.4 MB
Image of the retrieval opportunities
41 KB
Tip 1 - Show your students the Forgetting Curve
Where we are at
39.3 KB
What is the problem?
2 mins
51.3 MB
Two questions to consider
557 KB
Show your students the Forgetting Curve
4 mins
137 MB
Implementation intention
74.4 KB
Tip 2 - Show your students the path to high storage and retrieval strength
Where we are at
39.2 KB
What is the problem?
1 min
10.5 MB
Two questions to consider
550 KB
The diagram
4 mins
105 MB
The path to B
3 mins
67.3 MB
Implementation intention
76.5 KB
Tip 3 - Show your students the limits of working memory
Where we are at
39.1 KB
What is the problem?
1 min
16.2 MB
Two questions to consider
553 KB
Demonstration 1
2 mins
18.4 MB
The answer
1 min
20.3 MB
The diagram
1 min
25.8 MB
Demonstration 2
3 mins
104 MB
The answers and why
4 mins
211 MB
Implementation intention
75.4 KB
Tip 4 - Show your students how long-term memory helps thinking
Where we are at
39 KB
What is the problem?
1 min
8.3 MB
Two questions to consider
555 KB
Demonstration 1
2 mins
50.2 MB
Demonstration 2
1 min
21.5 MB
The answers and why
3 mins
71.1 MB
Implementation intention
76.1 KB
Tip 5 - Show your students that being familiar with something is not the same as knowing it
Where we are at
38.6 KB
What is the problem?
2 mins
46.4 MB
Two questions to consider
549 KB
Strengthening the Student Toolbox
2 mins
85.3 MB
The Google challenge
1 min
13.6 MB
Google discussion
2 mins
55 MB
The Apple challenge
1 min
12 MB
Apple discussion
2 mins
23.2 MB
What to do instead
2 mins
117 MB
Implementation intention
77.5 KB
Tip 6 - Ensure you provide retrieval opportunities for all content
Where we are at
38.9 KB
Retrieval opportunities reminder
2 mins
40.5 MB
Question 1
1 min
13.7 MB
Question 2
2 mins
68.4 MB
Question 3
2 mins
49.3 MB
Two questions to consider
553 KB
The list
3 mins
108 MB
The schedule
4 mins
193 MB
Implementation intention
75.7 KB
Tip 7 - When designing retrieval opportunities, aim for 80%
Where we are at
39 KB
What is the problem?
1 min
18.1 MB
Two questions to consider
555 KB
Aim for 80%
2 mins
104 MB
Implementation intention
69.9 KB
Tip 8 - Vary the types of retrieval questions you ask
Where we are at
39.2 KB
A question...
1 min
11.1 MB
Two issues
2 mins
30.9 MB
Two questions to consider
551 KB
Introduction to the different types of questions
1 min
10.1 MB
1. Short procedure
1 min
9.85 MB
2. Multi-step procedure
1 min
16.6 MB
3. Contextual
3 mins
82.9 MB
4. Interwoven question
1 min
34.1 MB
5. Exam question
2 mins
32.6 MB
6. Diagnostic Question
2 mins
33.1 MB
7. Diagnostic Question: extra!
2 mins
50 MB
8. Diagnostic Question: creation
1 min
28.2 MB
9. Alternate methods
1 min
25 MB
10. Categorise the topic
1 min
25.8 MB
11. Explanation of terminology
1 min
22.9 MB
12. Etymology
1 min
14.9 MB
13. Explanation of method
1 min
21 MB
14. No-number question
1 min
21.4 MB
15. Explain the mistake
1 min
25.6 MB
16. Goal-Free Problem
1 min
26 MB
17. Examples / Non-examples
1 min
21.6 MB
18. Frayer Diagram
1 min
16.4 MB
19. SSDD Problems: different domain
2 mins
43.8 MB
20. SSDD Problems: same domain
2 mins
43.4 MB
Reflection on all 20 types
1 min
46 MB
Image of all 20 question types
28.8 KB
Implementation intention
74.7 KB
Tip 9 - Consider providing prompts and cues during retrieval opportunities
Where we are at
39.3 KB
What is the problem?
1 min
17.2 MB
Two questions to consider
77.6 KB
Prompts and cues
5 mins
166 MB
Image of different prompts and cues
49.8 KB
Four things to consider
4 mins
136 MB
Implementation intention
553 KB
Tip 10 - Get your students to assign confidence scores to their answers
Where we are at
39.4 KB
What is the problem?
2 mins
32.3 MB
Two questions to consider
550 KB
The hypercorrection effect
4 mins
134 MB
The process
2 mins
46 MB
The process in action
2 mins
56.5 MB
Using confidence scores to improve feedback
2 mins
54.4 MB
Different uses of confidence scores
2 mins
41.6 MB
Two extra tips!
2 mins
48.9 MB
Implementation intention
76.3 KB
Tip 11 - Make corrections quizzable
Where we are at
38.8 KB
Two questions
1 min
25 MB
Two problems
3 mins
91.4 MB
Two questions to consider
546 KB
Create the cards
3 mins
77.9 MB
The pedagogy
2 mins
45.9 MB
How students can use the cards
2 mins
45.8 MB
What other schools do
2 mins
57.3 MB
Implementation intention
71.9 KB
Tip 12 - Twenty-one ideas to improve your Low-Stakes Quizzes
Where we are at
37.7 KB
Introduction
1 min
20.7 MB
Two questions to consider
548 KB
Introduction to the research
2 mins
70.3 MB
Tip 1 - Call them quizzes, not tests
2 mins
31 MB
Tip 2 - Make the quizzes mixed-topic
5 mins
127 MB
Tip 3 - Quiz the things that are hard to quiz
2 mins
55.1 MB
Tip 4 - Think carefully about the topics you include
2 mins
69.2 MB
Tip 5 - Vary the types of questions you ask
2 mins
82.8 MB
Tip 6 - Aim for a mean score of 80%
1 min
26.8 MB
Tip 7 - Tell students (and colleagues) why you are doing Low-Stakes Quizzes
2 mins
39.2 MB
Tip 8 - Run the quizzes at the same day and same time each week
3 mins
51.6 MB
Tip 9 - Where possible, print the quizzes out
1 min
22.4 MB
Tip 10 - Students should answer on their own and in silence
1 min
21.7 MB
Tip 11 - Carefully consider prompts and cues
2 mins
57 MB
Tip 12 - Have a flexible time limit
3 mins
95.7 MB
Tip 13 - Have students assign confidence scores before the answers
2 mins
71.9 MB
Tip 14 - Don’t model solutions, project up full written solutions
3 mins
62.2 MB
Tip 15 - Include the topic, and references to support and practice
1 min
22.8 MB
Tip 16 - Students mark their own work with ticks and crosses
1 min
23 MB
Tip 17 - Students create review cards, starting with highest confidence error
2 mins
46.5 MB
Tip 18 - Promote the message: “helping others is the hardest job in the classroom”
2 mins
38.4 MB
Tip 18 - extra - what about students who get lots wrong?
2 mins
50.9 MB
Tip 19 - Do a super-quick check AfL check
3 mins
45.2 MB
Tip 20 - Plan when you will reteach
2 mins
27 MB
Tip 21 - Resist the urge to record the scores
3 mins
150 MB
Review of all 21 tips
1 min
28.6 MB
Image of all 21 tips
34.9 KB
Implementation intention
74.8 KB
Tip 13 - Fifteen ideas to improve the Do Now
Where we are at
37.3 KB
Introduction
1 min
14.3 MB
Two questions to consider
549 KB
Tip 1 - Decide on the purpose of your Do Now
4 mins
118 MB
Image of the 7 purposes
47.3 KB
Tip 2 - Ensure your students know the purpose of your Do Now
2 mins
48 MB
Tip 3 - Ensure the format of your Do Now means students can start without any guidance from you
2 mins
44 MB
Tip 4 - Make the first question of the Do Now an easy one that doesn’t require equipment
2 mins
44.8 MB
Tip 5 - Don’t disrupt the start of the Do Now
2 mins
39.4 MB
Tip 6 - Decide on the means of participation
2 mins
31.7 MB
Tip 7 - Think if students really need to copy down each question
2 mins
32.4 MB
Tip 8 - Circulate the room
2 mins
32.9 MB
Tip 9 - Consider providing cues
2 mins
60.7 MB
Tip 10 - Decide what students do if they get stuck
2 mins
25.4 MB
Tip 11 - Decide how you will do a check for understanding
2 mins
60.1 MB
Tip 12 - Decide how you will go through the answers
3 mins
57 MB
Tip 13 - Design your Do Nows so students feel successful
2 mins
38.4 MB
Tip 14 - Vary the types of questions you ask
2 mins
57.1 MB
Tip 15 - Consider just cracking on where the last lesson left off
2 mins
40.8 MB
Reflection on all 15 ideas
1 min
22.6 MB
Image of all 15 ideas
31.5 KB
Implementation intention
72.9 KB
Tip 14 - Consider using Trello to help organise the disorganised
Where we are at
48.9 KB
Introduction
1 min
23.6 MB
Jon's story
2 mins
30.4 MB
Two questions to consider
547 KB
Trello - how it works
3 mins
94.6 MB
Why Trello might be a good idea to try
3 mins
93.6 MB
Implementation intention
74.2 KB
Going forward
Review of what we have covered
2 mins
45.8 MB
Image of what we have covered
42.4 KB
Goodbye!
1 min
21 MB
Links to my other work
My books
246 KB
My podcasts
146 KB
My websites
20.9 KB
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!
