Author: Craig Barton
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Tip 84. Consider providing prompts and cues during retrieval opportunities
You can read about the encoding specificity principle here A good paper to read more on the subject of cues is Diminishing-cues retrieval practice: A memory-enhancing technique that works when regular testing doesn’t, available here You can find examples of backwards-faded maths examples here General links
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Tip 83. Vary the types of retrieval questions you ask
A summary of the 20 different question types: You can find SSDD Problems here You can find Goal-Free problems here You can find Frayer Diagrams here Tom Sherrington shares 10 techniques for retrieval practice here General links
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Tip 82. When designing retrieval opportunities, aim for 80%
A good summary of Rosenshine’s principles is this blog by Inner Drive, available here. Inner Drive also take a deeper dive into the 7th principle, obtain a high success rate, here General links
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Tip 80. Show your students that being familiar with something is not the same as knowing it
My slides with the daft Google demonstration are here. InnerDrive has a good blog post to share with students about how to check if you really know something here You can access Dunlosky’s strengthening the student toolbox here Here is the video about studying effectively General links
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Tip 79. Show your students how long-term memory helps thinking
The slides with my model of working memory are here. If you want a deep dive into the interaction between working memory and long-term memory, then check out this paper and this paper General links
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Tip 78. Show your students the limits of working memory
You can access a good online memory tester here You can download the PowerPoint I use with students here: If you want a deep dive into working memory capacity, check out The Magical Mystery Four: How is Working Memory Capacity Limited, and Why? here General links
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Tip 77. Show your students the path to high storage and retrieval strength
Robert Bjork discusses the retrieval and storage strength of memories here The Learning Scientists have a great post about the distinction between retrieval and storage strength here Tom Sherrington writes about rehearsing first before retrieval here General links
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Tip 76. Show your students the Forgetting Curve
You can download my version of the Forgetting Curve here You can read about the history of the Forgetting Curve here General links
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Tip 75. Occasionally let students do work in someone else’s book
An interesting 2013 study into peer assessment by Jette Hansen Edwards is here Stuart Bloom discusses using peer assessment as an effective learning strategy here General links