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I am going to look at how I can build better recall in learners by looking at starter activities that look at previous content and stretch the length of time before recalling again. I think this will specifically help with exam units.

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I agree with this statement giving learners tasks that enables them to actively utilise gained knowledge is important. Building in recall activities will then help with long term knowledge gain.

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I feel this is particularly true with the part time adult learners as they are very focused on achieving units (turning them green on smart assessor). I think because they are provided with the full criteria for every unit up front they use it more as a checklist rather than competencies that require time and repetition to develop into a skill to use within practice.  

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I feel this is particularly true with the part time adult learners as they are very focused on achieving units (turning them green on smart assessor). I think because they are provided with the full criteria for every unit up front they use it more as a checklist rather than competencies that require time and repetition to develop into a skill to use within practice.  

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This is really relevant in teaching a competency based curriculum as content relating to learning theories and professional standards can be embedded across various (if not all) units in the course to really develop an understanding of why they are developing certain skills and knowledge supporting their own practice. 

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This is really relevant in teaching a competency based curriculum as content relating to learning theories and professional standards can be embedded across various (if not all) units in the course to really develop an understanding of why they are developing certain skills and knowledge supporting their own practice. 

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This one got me really thinking as we are a unit based qualification we do tend to teach then assess immediately afterwards. We do observe the supporting of teaching practice regularly which I could argue assesses long term memory in relation to what they do in practice day in and day out but the other 'end of unit' assessments do not. 

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This one got me really thinking as we are a unit based qualification we do tend to teach then assess immediately afterwards. We do observe the supporting of teaching practice regularly which I could argue assesses long term memory in relation to what they do in practice day in and day out but the other 'end of unit' assessments do not. 

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No i dont agree it is the art of recalling and developing that recall to allow them to remember what they have learnt. With retrieval practice and recalling regularly it will help them to recall a lot more efficient 

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No i dont agree it is the art of recalling and developing that recall to allow them to remember what they have learnt. With retrieval practice and recalling regularly it will help them to recall a lot more efficient 

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Agree. Introducing foundational research skills etc. early in the year will help students to become much more independent in their ability to find relevant and credible information more efficiently.

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Agree. The sequence of overall curriculum should draw links across different units to encourage students to see wider relevance and links in information. Having already been introduced to a topic or theory early early in the year in one unit, we re-introduce similar theories later in the year in a different unit and ask students to show deeper and further application of their knowledge and encourage them to see relevance within different contexts.

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 I read Performance in the classroom is highly dependent on the cues and the stimuli provided by the teacher, I believe its also dependent on the focus from the learner.

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 I read Performance in the classroom is highly dependent on the cues and the stimuli provided by the teacher, I believe its also dependent on the focus from the learner.

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Anonymous

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I agree with the comment above. Regular retrieval practice may trigger thoughts and restore memories that had previously been forgotten

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Yes students often do not see past the criteria they are working on at the present time. It is hard to encourage students to view their learning as a bigger picture

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I think this is an interesting quote which juxtaposes the earlier statement - if you have forgotten something then you haven't really learnt it.  I think that we need to forget information, even if for a short while so that we can create an opportunity to retrieve it.

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I think this is an interesting quote which juxtaposes the earlier statement - if you have forgotten something then you haven't really learnt it.  I think that we need to forget information, even if for a short while so that we can create an opportunity to retrieve it.

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I agree however this is a challenge when teaching large groups of learners with differing abilities.

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I agree however this is a challenge when teaching large groups of learners with differing abilities.

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It is important to revisit and practice recall to ensure understand learning

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I’ve adapted my resources to reduce cognitive load . 😊

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Yes learning can be a change in long term memory, however if new information only ‘sticks’ short term it does not mean a student has not learnt

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Forgetting is considered to be a component of learning!

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Forgetting is considered to be a component of learning!

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I agree with this statement, I think we need to recap topics on a regular basis

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this made me really re-think how we structure the curriculum and whether semesterised units are really beneficial

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this made me really re-think how we structure the curriculum and whether semesterised units are really beneficial

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I will aim/plan to include more quiz type activities, already do some both online and using paper etc but will include more!

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I will aim/plan to include more quiz type activities, already do some both online and using paper etc but will include more!

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I agree with this. We need to recap this information and do it often and the more we do it the longer we can leave between each recap. But always come back to this topic later down the line.

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Agree with this, students only want to consider criteria as part of an assignment and don't see it as necessary for their future.

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Agree with this, students only want to consider criteria as part of an assignment and don't see it as necessary for their future.

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I agree as this shows it has entered the long term memory and so the skill/knowledge has more likely been learnt which can be reinforced further by applying to practice with a case study etc

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More challenging questioning, ensuring elements of whole class participation. Thinking about different learning tools that can assist with this.

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More challenging questioning, ensuring elements of whole class participation. Thinking about different learning tools that can assist with this.

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I agree with this comment.  However, the desirable difficulty needs to be adjusted depending on each student and their learning needs, whether that is emotional, social etc. This can be draining in each lesson.

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I agree to an extent however, I also believe that they need to enjoy the subject in the first place in order to learn the information even with doing tasks to learn the idea. 

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I agree to an extent however, I also believe that they need to enjoy the subject in the first place in order to learn the information even with doing tasks to learn the idea. 

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No as I disagree with this as students can recall information using a variety of ways. Such as: if students are given an image that related to the information when given, some students can recall the information. This also relates to reducing cognitive overload. 

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No as I disagree with this as students can recall information using a variety of ways. Such as: if students are given an image that related to the information when given, some students can recall the information. This also relates to reducing cognitive overload. 

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I agree with the above, information needs to be utilised regularly in order to keep it in long term memory. 

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I agree with the above, information needs to be utilised regularly in order to keep it in long term memory. 

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Ensuring retrieval practice at the beginning/ end of the lesson. To capture understanding and ensure learning progression.

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Ensuring retrieval practice at the beginning/ end of the lesson. To capture understanding and ensure learning progression.

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I will try to include quizzes in lessons and offer a variety of methods to try and build better recalling skills.

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ensure they use the knowledge/information/facts delivered in class are put into practice in class

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ensure they use the knowledge/information/facts delivered in class are put into practice in class

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This is an interesting point. Our students are going into practical fields so we need to ensure they have the relevant knowledge and skills provided during the academic year and continue to develop. Therefore the information provided needs to be engrained in their brain and long term.

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I agree with this statement and think it is important as it develops the students understanding on an ongoing basis so the they can link it into practice in the working environment.

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I agree with this as retrieving information is beneficial to students. To captures the students understanding and knowledge of the topic being discussed.  

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I agree with this as retrieving information is beneficial to students. To captures the students understanding and knowledge of the topic being discussed.  

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This is something that has impacted sequencing within my practice. This need to pass earlier criteria just to get students through a course can create this 'blocking', with no coherency of content. Revisiting content should be for retrieval throughout the course, not for the sake of moving up the criteria ladder.

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I have stopped displaying what criteria we are working towards at the beginning of my lessons, as the focus was too much on why they were learning the content- what grade was it for, rather than understanding the importance of all the content delivered. Some learners are quick to shut off because 'i'm not working towards that grade/criteria'.