How can a few simple modifications to quizzing create a more effective and accurate assessment of learning?
The following article originally featured on Edutopia January 23, 2018 at the following link: https://www.edutopia.org/article/2-evidence-based-learning-strategies Spaced and retrieval practice help students retain content and give them a sense of what they know—and what they don’t. I often say to my students, “If a test is the first time you’re made to think about or with the class material,... Continue Reading →
I’ve written a bit about this before...homework. It isn't a bad word. I see it discussed often on edutwitter. While I agree there is little point of elementary school-aged students working through copious amounts, I see a lot of purpose for high school students; especially those who are planning on attending college. I have a... Continue Reading →
This article discusses the basics of cognitive load theory and how I apply this theory in my classroom.
“ ‘I didn't come here to tell you how this is going to end. I came here to tell you how it's going to begin.’ - Neo” - Tom Bennett ResearchED founder, Tom Bennett, spoke these words at the conclusion of the latest researchED conference in the United States (October 7 in Brooklyn, NYC). ResearchED... Continue Reading →
I’ve written at length about many learning strategies (dual coding and retrieval practice, for example) that positively impact our student’s retention of material. Perhaps one of the toughest learning strategies to ‘show’ your students so they understand its importance is spaced practice. By definition, it can take days, weeks, or months to demonstrate its positive... Continue Reading →