Knowledge over time
We know that students do not acquire new knowledge in one lesson. We also know that students learn the most effectively when there is a balance between learning surface and deep knowledge and a balance between new content and deliberate practice of learnt material.
This is the knowledge we use when approaching curriculum planning and delivery. Lessons are designed in a sequence with opportunities to regularly review. Underpinning our lesson planning is the view that; Student progress is knowing more and remembering more.
In order to aid student memory and understanding we deploy the below in our teaching.
- Spaced rather than massed practice – Spacing out study sessions for particular units rather than trying to “cram” information.
- Interleaving – Related to spaced practice we incorporate interleaving whereby students are reminded of previous learnt material whilst acquiring new information.
- Testing – We use testing, especially low stakes and regular testing of key knowledge to “interrupt the forgetting” and to aid retention of new knowledge.
- Deliberate Practice – Giving students plenty of time and opportunities to practice new knowledge allowing an element of “over-learning” so that recall and application of new knowledge becomes second nature.
- Feedback and Reviewing – Through written and verbal feedback along with regular chances for students to review their work we help student identify misconceptions and improve on their previous understanding.
These are techniques which have been proven to have a positive impact on students being able to retain and understand new learnt material. In addition these techniques foster students abilities to “think about their thinking” and to act meta-cognitively.