Tag: ResearchBites

Research Bites: Purposeful Practice

12 July 2018

What does it mean? Purposeful practice is practising at the edges of your capability.  It involves setting a clear goal, having several steps planned towards meeting that goal and getting regular feedback as you progress. What does the evidence tell us? “So here we have purposeful practice in a nutshell: Get outside your comfort zone but do it in […]

Author: Chris Runeckles
Posted on: 12 July 2018
Posted in: Blog
Tagged as: ,

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
Tagged as: , , ,

RESEARCH BITES: CONCRETE EXAMPLES

10 May 2018

We learn new knowledge by tethering it to what we already know. In other words, prior knowledge is essential to learning. Many of the concepts we teach are fairly abstract in nature, and in seeking to help students understand them we can exploit the dynamic between new and existing knowledge by using a concrete example. […]

Posted on: 10 May 2018
Posted in: Blog
Tagged as: ,

Research Bites: Spaced Practice

22 March 2018

What is spaced practice? Why does it work? How can we mobilise this idea in our classrooms? […]

Author: Shaun Allison
Posted on: 22 March 2018
Posted in: Blog
Tagged as: ,

Research Bites: Dual Coding

9 March 2018

Dual coding is the idea of combining verbal input with visual resources, when presenting new information to students. This doesn’t have to be a diagram. It could be a flow chart, an info-graphic, a timeline, a mind-map etc […]

Posted on: 9 March 2018
Posted in: Blog, Uncategorized
Tagged as: ,

Research Bites: Feedback

29 January 2018

Feedback provides information about how the learner is doing relevant to defined goals. Feedback fills a gap between what is understood and what needs to be understood by the learner; the main purpose of feedback is to reduce the discrepancy between these two states. […]

Posted on: 29 January 2018
Posted in: Blog
Tagged as: , , ,

Research Bites – Elaborative Interrogation

16 January 2018

This is the process of prompting students to generate an explanation for an explicitly stated fact. This usually involves an explanatory prompt (from the teacher, peer or self) in the form of a question e.g. “Why does it make sense that….?”, “Why is this true…?”, “Why is [X] true and not [Y]?”, or just very simply “Why?” […]

Posted on: 16 January 2018
Posted in: Blog
Tagged as: , ,

Research Bites – Worked Examples

11 January 2018

Put simply, a worked example is a completed (or partly completed) problem that students can see and refer to while they are working on a similar problem. […]

Posted on: 11 January 2018
Posted in: Blog, Evidence, Uncategorized
Tagged as: , ,

Research Bites – Retrieval Practice

3 January 2018

Put very simply, retrieval practice is the act of having to retrieve something from your memory (often with the help of a cue). […]

Posted on: 3 January 2018
Posted in: Blog
Tagged as: