Dr. John Ratey does a TED on how physical activity and exercise can change school.
I love the term marinate when referring to reflection! In a recent Edutopia blog post by Joshua Block, he describes providing students time for letting ideas sink in and then giving them an outlet at the end of class to share their epiphanies.
This semester, I’ve gotten into the practice of doing an exit ticket with the students in my teacher education classes using the online and app-based program Socrative. I knew that reflecting on the essential and guiding questions of each class was a powerful tool for student understanding and assessment and I found the printed reports that Socrative emailed after each “quiz” helpful in following up with students personally after class. However, I have been thinking about the importance of reflection even more as the semester draws to a close. This post came at a perfect time to push me into exploring the whys behind reflection.
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Overhand Throw Assessment
a. Stands side to target
b. Makes a T with arms
c. Momentum and arm moves forward
d. Arm follows-through across body
2 attempts = 2×4
Tennis Forehand Assessment
a. Steps back
b. Racket goes back and down
c. Swings low, medium, high
d. Follows through to opposite shoulder
2 attempts: 2×4
Frequent quizzing improves learning…who knew!
I’ve made the case before that our curriculum and assessment isn’t designed with memory in mind. Here’s what I spoke about at ResearchEd York: what we can do to improve how much our pupils remember of what they’ve learned.
There’s a mismatch between what science suggests and what schools do on this.
A century of scientific study converges on a key insight for our design of curriculum and assessment: an insight that can be put work immediately, widely, at no cost, and to great effect.
In the scientific literature there are hundreds (if not thousands!) of studies on this, some from as early as 1907, and the research in the last decade is particularly prolific:
In 2013, five cognitive scientists (Dunlosky, Rawson, Marsh, Nathan, Willingham 2013) collated hundreds such studies and showed that practice testing has a higher utility for retention and learning than other techniques:
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