Tag: Memory

Effective flashcards

19 September 2018

As with many teaching and learning tools, flashcards will be nothing new to most teachers.  Many of us (myself not included sadly) will have revised for our own exams with lovingly created decks of brightly coloured card.  Perhaps it is surprising then that there is not a huge volume of research regarding their effectiveness. Classic papers by Dunlosky, Rosenshine and others […]

Author: Chris Runeckles
Posted on: 19 September 2018
Posted in: Blog, Uncategorized
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Research Bites: We remember what we think about

28 June 2018

We will only remember something if we have paid attention to it. Lesson planning, therefore, should focus primarily on the thinking that students will do in the lesson. […]

Posted on: 28 June 2018
Posted in: Blog, Evidence
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Thinking through revision

27 March 2018

Over the past couple of years at Durrington we have increasingly used the lessons from cognitive science to inform the interventions we put in place to support year 11 revision. This year we have taken this a step further and attempted to fully immerse students, teachers and parents in the principles with the greatest weight of research evidence behind them. […]

Author: Chris Runeckles
Posted on: 27 March 2018
Posted in: Blog
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Reflections on day two of “improving memory for success in terminal GCSE courses”

12 March 2018

On Thursday last week teachers from south coast schools met again at the Durrington Research School to further their discussions on how we can improve memory in order to improve students’ performance in terminal exams. The lessons from cognitive science on how memory works are having an increasingly transformative effect on teachers’ classroom practice across the country.  In ever-increasing numbers, schools are tapping into the benefits of deepening our understanding of memory for supporting […]

Author: Chris Runeckles
Posted on: 12 March 2018
Posted in: Blog
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15 myths about memory and learning

26 February 2018

Education is rife with learning myths. Over time, they harden into fact and then further ossify into our most cherished beliefs. And like Japanese knotweed the longer we leave them to grow and develop, the harder they are to weed out. Here are fifteen of the most common learning myths we have encountered as a research school. […]

Author: Andy Tharby
Posted on: 26 February 2018
Posted in: Blog
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Learning From The Learning Scientists

27 November 2017

On Friday Andy Tharby and Chris Runeckles from The Durrington Research School, led a session at our school INSET day. They were discussing the work of The Learning Scientists who are a group of cognitive psychological scientists, based in the USA, who focus on the science of learning. In particular, they focus on six effective study and teaching strategies that are supported by research evidence. […]

Posted on: 27 November 2017
Posted in: Blog
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