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 post below is a guest blog by Alex Gordon. I met Alex in Hong Kong 2019 where I attended a workshop she delivered with her colleagues at the. Asia Pacific International Schools Conference (AISC). I was so impressed with her knowledge surrounding teaching and learning as well as her enthusiasm that I asked Alex to contribute a case study to my book Retrieval Practice: Research and Resources for every classroom. Alex is a Science Teacher and Head of Year 11 in an international school in Malaysia.
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.
There are many challenges currently facing the teaching profession, some specific to the UK others that are global. Problems include funding, recruitment and retention of teachers, workload and well-being plus more. Despite these undeniable issues I also think it is a very exciting time to be a teacher. I suggest this because of professional learning. There are now methods of professional learning and development that did not exist previously. Teachers are embracing professional learning and are able to take ownership of their own development and interests through a variety of strategies.
What do all great teachers have in common? Likely, many attributes and qualities but all great teachers never stop learning. I am a very strong advocate for teachers taking ownership of their own professional development and learning because when I did this it improved my teaching practice and many aspects of my life. Taking responsibility of your own professional development can enhance, and eventually even transform, your teaching practice.
I recently attended a presentation, at the ResearchEd conference in Dubai, listening to teacher, leader and author Robin Macpherson discuss cognitive psychology. In his presentation, which you can read more about here, Robin posed some very interesting questions that I have been thinking about and reflecting on. Robin made the point that there has been an increased interest in cognitive psychology amongst educators in recent years and this is certainly true. However, some of the psychology linked to memory that we are now discussing, sharing, reading and writing about is not actually new at all.
Teaching is tough, whether you’re Foundation Stage, GCSE, A Level, Independent, State – all sectors of education come with their own pressures and challenges. One of the most difficult parts of being a teacher can be the questions around quality assurance. It is important to quality assure the work that teachers do, to leave teaching and learning to chance is the talk of foolish but even now despite the huge debate and debunking of graded lesson observations, they do still go on.