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Metacognition was only covered quickly at the end of the video but is something that my school is focusing on this year. I find that explaining why 'the process of learning is important' over 'actually just learning something' difficult with some challenging classes - whether behavioural challenges or classes with lower prior attaining pupils. Metacognition (the process of planning, monitoring and evaluating learning) comes easily and naturally to me and teachers as we are clearly good learners. This is not the case for many pupils.

What are some strategies to implement 'metacognition' within lessons? Is this different for difficult classes?

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To what extent does retrieval practice need to include higher order thinking? Could you provide an example. If we are considering cognitive load theory, and seeking to minimise extraneous cognitive load, would higher order questions fall into this or are we just considering the overload of say for example the colours or animations used on a Powerpoint presentation? I would like clarity on this. 

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To what extent does retrieval practice need to include higher order thinking? Could you provide an example. If we are considering cognitive load theory, and seeking to minimise extraneous cognitive load, would higher order questions fall into this or are we just considering the overload of say for example the colours or animations used on a Powerpoint presentation? I would like clarity on this. 

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Should spacing and interleaving be within a topic or between separate different topics? How does this balance with not confusing pupils on learning little bits of say WW2 and medicine through time?

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Is there an optimal time gap for revisiting of topics? And is there research on the 'volume' of content to revisit. 

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Is there an optimal time gap for revisiting of topics? And is there research on the 'volume' of content to revisit. 

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As a secondary science teacher, I do try to include interleaving and retrieval, but this is not always possible as much as I would like due to the volume of content in the specification.

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Is there a danger, in a subject like history, that interleaving can cause a loss of understanding of something quite important, such as chronology, as students study similar ideas or situations, but that occur at different time periods?

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The video mentions 'ineffective strategies' for revision, what have been your most successful ones please?

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"Proffessor Rob Coe writes about the pitfalls as teachers might generate retrieval questions that focus solely on factual recall, these questions are easier to generate rather than requiring any higher order thinking. "

From the point of view of a science teacher I would argue against this point. Without the knowledge of the facts you can not have higher order thinking. I also caution against the idea of factual recall being simple. Asking someone to remember and reproduce the entire krebs cycle (see the above picture for those not familiar with it) or a full reaction pathway can be just as challenging as trying to evaluate the meaning of a passage of text.

If we consider science as a vast array of facts that must be understood before application and analysis can take place (even if my favourite quote is that it is a way of thinking rather than a body of knowledge). Our aim as teachers is to help students gain qualifications and knowledge, so, as most of a science examination paper is factual recall and application based questions, and you can not effectively apply a scientific concept to a new scenario without knowing all the facts that underpin it.

Should we as science teachers not be focusing harder than ever of factual recall within our retrieval practice during curriculum time. As this will have the biggest impact upon a students ability to then apply and analyse questions by recalling the relevant factual information. If so which techniques other than Quizzing, Questioning, Foldables, Mind mapping, and guided disciplinary reading and writing would you recommend and why?

Any further reading looking at recall and retrieval within the science curriculum you could direct me too beyond the scope of our reading list would be great as well.

Thank you.
- Roy

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In our school we use a retrieval quiz at the start of each lesson, we then mark through the answers with the students and they correct any errors. With the more free style ‘Brian dump’ style strategies are we increasing the risk of errors or misconceptions being reinforced if they are not reviewed? Are there any strategies that could be used to prevent this from happening without turning retrieval into assessment?

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What is meant by "practice"? What was being "practised" in the research studies?

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What is meant by "practice"? What was being "practised" in the research studies?

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I'm interested in what knowledge/skills/understanding was being tested/practised in the research that led to advice about retrieval practice, spaced practice, etc., because:

The concept of "practice" to my mind points more towards a rehearsal of a process (e.g. scales in music, serving in tennis, applying SOHCAHTOA in maths).  Or, the concept of "practice" makes sense if it is about repeatedly recalling a relatively narrow set of core facts e.g. dates, names, formulae, that need to be recalled fluently.

However, such a concept of "practice" does not to my mind readily translate to aspects of subjects that are less process-based e.g. in humanities subjects where "know what" is perhaps more prominent than "know how".

So, how well does the research into "practice" translate into learning more complex and shifting, cumulative content in, say, History, or RE?

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I had a small question about strategies to develop retrieval practise in A level students. I just wondered if there was an optimum time gap between introduction of new topic and its retrieval.

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Should we not drop the term "revision" as this inherently implies simply looking over material again (re-vision: look again). I would suggest it is also an important area for the education of parents, for their experience of exam preparation was almost certainly looking over notes, highlighting etc. All of the 'skills' we now know to be less effective.

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We are, as a school from early years right through to A Level, starting to embed metacognitive skills in our pupils' learning. Primarily this is being done through a whole school literacy platform (The Writing Revolution) which definitely helps with questioning scaffolding via the user of the signpost words: Who, What, When, Where, Why, How. In what ways can we begin to enhance this and make it more meaningful?

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Does cognitive science work across all abilities?

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Does cognitive science work across all abilities?

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Is the art of retrieval practice the same across all abilities or would there need to be more of a content focus for lower ability? Would any other specific strategies of retrieval practice be required for low ability?

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Hello
My concern was how to motivate boys and teach them how effectively research and formulate a research project (aged 15-16). I have created a scaffolding technique that breaks down sections of the paper similar to the strategy identified (Kintsch and van Dijk (1978) and Scardamalia and Bereiter (1985), using questioning techniques involving ‘How’, ‘Why’, 'Where’ etc.
My question is, do you recognise your 'metacognition'  theory of providing opportunities to research with a topic they don't know, and write about what they do know, with my attempt to motivate boys?
Thank you Elizabeth Atkinson