Week 3 learning summary
What have we learned this week?
- Engagement with research evidence about retrieval practice, elaboration and interleaving has helped us to consider possible changes to our practice to enable better retention of learning for pupils.
- Jonathan Firth and Paul Howard-Jones have helped us to consider the role of memory for learning in more detail.
- Written and video case studies from schools have demonstrated how technology might be used to support learning that sticks; maximising retrieval practice and elaboration.
We’ve created a poster to summarise the key learning on using online quizzes. You can download it at the bottom of the page.
If you’d like to extend your learning from this week, take a look at the suggested links and further reading available under ‘See also’ at the bottom of this page.
Next week, we’ll be exploring research about effective assessment, marking and feedback practices.
After engaging with research evidence, we’ll view a range of case studies from schools about how they’re using technology to support these areas of their teaching and learning practice.
Week 4: Developing technology supported assessment and feedback
- How can assessment and feedback approaches be made most effective?
- How might technology support effective assessment and feedback approaches?
- How might technology and research evidence support changes to marking workload?
Thank you to everyone who has contributed to making this week’s learning happen: Cat Scutt, Jonathan Firth, Paul Howard-Jones, Megan Sumeracki and Yana Weinstein, Kimberley Doyle and Neil Jones at Prescot Primary School, Saif Aftab, Denbigh High School, Kate at Godolphin & Latymer School, Alan Chadwick at London Freemen’s School, Dr Katharine Hutchinson and Mark Whicker at Cambridgeshire Educational Trust, our course reviewers and mentors, and MASH Production.
When you’re ready, click the ‘Mark as complete’ button below and we look forward to seeing you next week!
© Chartered College of Teaching