2020 hasn’t been great, it’s not over but without sounding pessimistic it doesn’t look like things are back to the “old normal” yet! However, there are silver linings and this year has been a fantastic year for online professional learning for educators. As I am based in the Middle East, but originally from the UK and teach at a British school, I often feel like I am missing out on so many great events taking place. This year I have been able to watch, listen, learn, and share. I have collated these excellent online presentations and you can access them below by clicking on the different links for the different categories. I will continue to add to this and develop this digital CPD library. I hope you enjoy it and find it useful!
Retrieval Practice Online Presentations
As the author of a book solely dedicated to retrieval practice I often get asked questions by teachers, students and parents about this teaching and learning strategy. People are also keen to discuss retrieval practice with me and share classroom resources that they have used for recall, whether that be one of my original ideas or they have created their own. I am obviously very interested in this area of cognitive psychology and as part of the writing process for my book I carried out a significant amount of reading and research. During these conversations about retrieval practice I often reference and share the works of others so I have decided to put all those suggestions and recommendations in one place, here on my blog!
Flash cards are a very useful revision activity for many reasons. They work across all subjects, they can be used with the recall of facts, dates, quotes, definitions and more. They are a very simple technique for learners to use – low effort but high impact. As well as being an effective learning strategy flash cards are also popular with students. In a research survey carried out in 2018 more than 50% of college students reported that they do use flash cards to study.
This has been a very big week for many educators and students as we return to school, either the physical or virtual classroom. Covid-19 has caused global disruption and education wasn’t immune from this. Obviously, the health and safety of our students is always the priority but teachers around the world have been working extremely hard to ensure learning and progress can still continue despite the challenges we faced.
I am a regular user of Quizizz and it has been my firm favourite for low stakes quizzing in the classroom for a few years now. My claim that it is the best online website/app for low stakes quizzing is simply my opinion. I have no connection or affiliation with Quizizz, this is not a sponsored post. As always context is key. For example, if a school has limited access to technology in classrooms then I would suggest Plickers as the best option. If a teacher is looking to carry out a more formal end of unit assessment (this is different to low stakes retrieval practice) then Google Forms could be the best option.
The TPACCK model first featured in my book Love To Teach: Research and Resources (2018) but it is based on the research and work of others. I felt there was something missing from the previous models that I wanted to develop further. The feedback to the TPACCK model, from people that have read my book or attended presentations I have delivered, where I discuss this model, has been very positive with different teachers and leaders telling me that they have applied this in their schools to support and shape teaching and professional learning.
In recent years retrieval practice (combined with spaced practice) has completely changed my teaching practice – for the better. I have seen many of the benefits of Retrieval Practice first hand, which go far beyond the ability to recall information from long term memory. I have fully embraced the research and this evidence-informed strategy, as have many others around the world. However, there are still some classroom teachers and students that are quite sceptical and wary about the hype surrounding retrieval practice.