Introduction

• 1. Introduction

• My model of a Learning Episode

• 2. The benefits of online courses

• 3. Getting the most out of the course

• 4. Where are you at?

How does memory work?

• 1. The new theory of disuse

• Podcast: Robert and Elizabeth Bjork - Memory, Forgetting, Testing, Desirable Difficulties

• Paper: On the Symbiosis of Learning and Forgetting

• 2. Retrieval and storage strength

• 3. Learning versus performance

• Paper: Learning versus performance

• 4. Desirable difficulties

Desirable difficulties

• 1. The Testing Effect

• The forgetting curve

• Paper: Making Things Hard on Yourself, But in a Good Way: Creating Desirable Difficulties to Enhance Learning

• Paper: Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

• 2. The effortful act of retrieval

• 3. The Spacing Effect

• Paper: Using Spacing to Enhance Diverse Forms of Learning

• Paper: Spacing effects in learning: A temporal ridgeline of optimal retention

• Blog: Optimal Time For Spacing Gaps

• 4. The Interleaving Effect

• Paper: Interleaving Helps Students Distinguish among Similar Concepts

• 5. How not to tap into the benefits of desirable difficulties

• 6. Making sure these difficulties are desirable

Four retrieval opportunities

• 1. The Carpenter et al (2012) paper

• Paper: Using Spacing to Enhance Diverse Forms of Learning

• 2. Introducing my four ingredients of retrieval

• 3. Where am I supposed to find the time?

Scheduling the content of retrieval opportunities

• 1. A question...

• 2. It won't be perfect

• 3. Three factors to consider when scheduling in retrieval opportunities

• 4. What do we want our students to remember?

• 5. Creating a retrieval schedule

• Blog: Retrieval Practice Update

• Blog: Spacing Concepts, Facts and Skills

• 6. Including flexibility

Deciding the difficulty of the content of retrieval opportunities

• 1. A question...

• 2. Ramping up the difficulty

• Podcast: Naveen Rizvi – Part 1: Scripted lessons, examples and social media

The illusion of retrieval

• The illusion of retrieval

Ingredient 1 - Starters

• 1. The start of a lesson

• 2. Do students take Starters seriously?

• Podcast: Mark McCourt: Teaching for Mastery

• 3. Are our Starters worth taking seriously?

• 4. Helping students take the start of the lesson more seriously

• Podcast: Julia Smith: Teaching GCSE resit and the 5Rs approach

• 5. Where do you get your Starter questions from?

• 6. My favourite sources of Starter questions

• Link: Corbett Maths

• Link: Maths Box

• Link: Maths teacher hub

• Link: SSDD Problems

• Link: Mr Chadburn

• Link: Diagnostic Questions

• Link: Maths Bot

• Link: Maths4Everyone

• Link: Maths made easy

• 7. Starter structures

• Link: R-infinity starters

• Link: MathsBot retrieval starter

• Link: Mini White Board

• Resource: Do now (blank) by Nathan Day

• Resource: Do now (example) by Nathan Day

• 8. Starters and Atomisation

• 9. How long should my Starter last?

Ingredient 2 - Homework

• 1. Three questions...

• 2. What we used to do with homeworks

• 3. What our homeworks look like now

• 4. An interesting homework resource

• Link: Interleaving & spacing the GCSE Mathematics curriculum

Ingredient 3 - Low-Stakes Quizzes

• 1. Two questions...

• 2. What I used to think

• 3. The benefits of testing

• Paper: Ten Benefits of Testing and their Application to Educational Practice

• Link: The testing section of my research collection

• 4. Topic-specific versus cumulative

• 5. What our Low-Stakes Quizzes look like

• 6. We call them quizzes not tests

• 7. We tell students why we are introducing Low-Stakes Quizzes

• The forgetting curve.png

• 8. Where possible we print the quizzes out

• 9. Students do the quizzes initially in silence and on their own

• Paper: The Testing Effect in a Social Setting: Does Retrieval Practice Benefit a Listener?

• 10. The quizzes are not open-book

• Paper: Strengthening the Student Toolbox

• 11. There is a time limit

• 12. If students finish the quiz early

• Resource: Prompts of students finish early

• 13. Research into confidence

• Resource: Confidence versus accuracy

• Resource: Girls versus boys

• Resource: Confidence at different ages

• 14. Two benefits of assigning confidence scores

• 15. What confidence scores look like in low stakes quizzes

• 16. Confidence - what other schools do

• Resource: Low Stakes Quiz (blank) by Nathan Day

• Resource: Low Stakes Quiz (example) by Nathan Day

• 17. Confidence - what other schools do - Extra!

• 18. Going through the answers

• 19. Who marks the quiz?

• Book: What does this look like in the classroom?

• 20. Start with your highest confidence errors

• 21. Two issues with corrections

• 22. Review cards

• Thread: Review cards

• Podcast: Oliver Lovell: Planning, running a maths department and Cognitive Load Theory

• 23. Review cards - what other schools do

• 24. Paired discussion

• Resource: Paired discussion prompts

• 25. AfL check

• 26. What to do with the marks?

• 27. Content - same or different?

• 28. Content - how difficult?

• 29. Sources of questions for Low-Stakes Quizzes

• Twitter: Using Dr Frost for Low-Stakes Quizzes

• Link: Corbett Maths

• Link: Brockington College Homework booklets

• Link: Miss B's resources

• Link: Maths Box

• Link: Diagnostic Questions

• Link: Maths4Everyone

• Link: CIMT MEP materials

• 30. Who writes the quizzes?

• 31. Messaging to students

• 32. What do students say?

• 33. LSQ-DQ Combo

• 34. Quiz-Homework-Quiz combo

• 35. Making Low-Stakes Quizzes work

Ingredient 4 - Future Learning Episodes

• 1. A question...

• 2. What is interleaving really about?

• Blog post: Authentic Interleaving In Mathematics Lessons

• Link: Interweaving by Will Emeny

• 3. High-value topics

• 4. Interweaving during Atomisation

• Resource: Midpoint of two numbers

• 5. Interweaving during Fluency Practice

• Link: Increasingly difficult questions

• Resource: Brackets questions

• Resource: Sequences questions

• Resource: Graphs and geometry

• Twitter: Miss Konstantine

• 6. Interweaving during Intelligent Practice

• Resource: Positive integer powers

• 7. Interweaving during Method Selection

• Resource: Percentage operations

• Resource: Factorising quadratics

• 8. Interweaving during SSDD Problems

• Resource: SSDD Problem with two points

• 9. Interweaving during Goal-Free Problems

• 10. Interweaving using UKMT questions

• Link: UKMT questions on Diagnostic Questions

• 11. Golden Interleaving Rules

Other things to include in retrieval opportunities

• Other things to include in retrieval opportunities?

Software to improve retrieval

• Software to aid retrieval

• Podcast: Daisy Christodoulou - Teachers versus Tech

• Podcast: Ollie Lovell interview

• Link: Anki

• Link: Guide to Anki

• Link: Anki essentials

• Link: Quizlet

• Link: Tips for using Quizlet

• Link: Dendro

• Link: Ollie Lovell blog post on Dendro

Useful links - from others

• researchEDHome 2020 Daisy Christodoulou: How to remember anything, forever

• Damian Benney: Using Desirable Difficulties to make learning easier (rEDLoom)

• 10 Techniques for Retrieval Practice by Tom Sherrington

• Bjork Learning and Forgetting Lab - videos and research summaries

• How to not screw up retrieval practice by Adam Boxer

• Why do we forget stuff? Familiarity vs recall by David Didau

• Memories are made of this by Dylan Wiliam

• Interleaving: are we getting it all wrong? by Mark Enser

Conclusion

• 1. Where to next?

• 2. Wrap-up

• Course feedback

• Course certificate

• My online courses

Useful links - from me

• My research paper collection

• Book: How I wish I'd taught maths

• Book: Reflect, Expect, Check, Explain

• Mr Barton Maths website

• Mr Barton Maths Podcast

• Diagnostic Questions

• Variation Theory

• SSDD Problems

• Maths Venns