If students cannot remember what they once knew, then we are all wasting our time.

For years, my students' apparent lack of retention was the most frustrating thing about my job, and it was equally frustrating for my students. How could they do something one day, and then completely forget the next? An understanding of the working of long-term memory has been so important in the way I have changed my teaching in recent years. In this course we look at the key distinction between performance and learning, and delve into understanding of why and under what circumstances we should make learning more difficult. What is the Illusion of Retrieval? What are the key considerations in terms of the scheduling and difficulty of the content of our retrieval opportunities? How can we make our Starters and Homeworks as effective as possible? How can we interleave prior knowledge into the current Learning Episode? And then we turn our attention to the process that possibly had the biggest impact on our students: Low-Stakes Quizzes. How do they work, what role do confidence scores play, what can go wrong, and how have schools around the world made them work for their students and their contexts?

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