 Hello everyone. Happy Friday. This is my live video and give you a bit of motivation for the weekend watch it now Watch it over the weekend. It'll be pinned to my profiles on Twitter Facebook and you can find it on YouTube if you want to and before I share some strategies I've got four books. I'd like to share first one by Brian Abraham and I met Brian a couple of weeks ago Granddad wheels a really interesting book about disability and Telling lots of great little stories. So if you're interested in something for primary and take a look at Granddad wheels Brian's website some really Lovely little cartoon books little stories and really funny and he's like the great kind of Man with loads of good resources for your primary school second book is an ideas book We're in a pandemic people working online. I've published one of these myself hundred ideas by Bloomsbury this one on Computing lessons and having taught computer science in my career There's always things that even as computer scientists teachers need to learn So there'd be lots of good ideas and that one if you're interested and I've got two Well-being mental health type books one for teachers one for our children I've not looked at this one yet, but it's published by Bloomsbury and it was posted to me Last week by Maria Neil looking at pastoral care And nurtured successful learners particularly with a new here in England the new RSE curriculum coming in Something might find interesting, but I've not looked at that one yet. So I can't say much more and this one I have looked at by Amy Sayer and so staff mental health 10 years ago You'd struggle to find much research on Teacher well-being and it's linked to academic outcomes and what Amy's produced here lots of nice little case studies a really nice little read Published I think it was a couple of years ago Actually, let me just double check the date But if you're interested in a bit of research on mental health some practical case studies, then this could be the book if I tell a lie it's published earlier this year and Induced by one of my friends Pookie Nightsmith and so those are some four or five books for you now Let me bring my slides up on the screen for you. This is what I'd like to talk to you about This week. So here we go. Let me just put this up or on the screen full size So revision strategy, so this is a resource for my membership which I launched which I'd planned in prior to the kind of start a lockdown and I'd launched and Last July so come up to here now. So these resources are shared with website members behind the scenes, but I'm gonna share it with you here. I'm actually while I'm fitting here on Streamyard I'm just gonna take off Some of these logos so you can kind of see the slides better. So I hope That will help that one. Let me just take this little Banner off as well. So that will be a bit better for you. Okay, so here the slides everyone and so let me just start off with This one inspired by Dunlowski at house of paper in 2013. I think this is timeless and lots of things that you Can refer to you regularly time and time again, and if you look at this slide in particular this is and be very cautious With the ranking showed here as ever with academic research go behind look at the methodology Look at the number of pupils the age the context in which the research is conducted and how the researchers come to say In terms of efficacy and impact why something has a high medium or low impact Particularly the ones in low and I haven't ranked these in any particular order in this area Still use these they do have an impact on outcomes And but in terms of this research context a low efficacy and there's a huge abundance of research on retrieval practice. We'll know Your revision retrieval rehearsal practice, whatever you call it We all know that those low-stake assessments alongside a little bit of motivation Relationships good behavior management all these things underpin effective retrieval practice. They're gonna have a high impact So as we come into the revision season Exams assessment or just generally day-to-day building up knowledge and schema in our students It's probably the go-to Kind of resource or strategy that I'd advocate teachers use as ever with the retrieval practice It makes sure that you are using a range of retrieval practice Activities to suit the context not just repeating the same old 50-50 phone or friend exit tickers that kind of stuff when it's spaced into leave mixed topics Then we also know that's gonna have a bigger impact over time rather than that kramming approach It's a good tips for us all when we're learning as well as parents watching who have got Kind of school-age children who are practicing for exams. So there is the research now This is the resource that I've actually created Now my thinking here was at the back end of the slides. There's a blank template It's almost like a calendar either to use for your curriculum plans a schema work delivery or a whole school overview For introducing study skills Okay, now I've just popped these in any any space with a little bit of thought But you can introduce them as and when it suits your own students age Subject etc. You'll notice at the bottom There is space and retrieval going throughout the academic year and at least here in an English context this academic year September to May and June where typically end of your exams are introduced hence the top green right-hand side So you can mix and match these at the back of the slides. There's a blank calendar There's a whole set of these colors you can cut them out stick them down plan your curriculum in essence What we need to do is not only know what these strategies are, but then how to teach them to our young people So on that note, let me just introduce them to you in a bit of a kind of greater depth And but if I just leave that there before I do and kind of say maybe why I Prepared this resource so in my teaching experience Going back a long time revision techniques for students were often left to the latter years of school life rather than skills that were Kind of taught explicitly earlier on Today, I firmly believe that equipping all teachers and students with a better understanding of how we learn not just for exams I think is a social responsibility Where we were more immersed with research cognitive science that social media at me sharing this here as well as all Learning from one another and sharing ideas quicker and on a larger scale Allows us all to be immersed in this research has been around for decades. It allows teachers of today I guess to be exposed this much sooner rather than later and fingers crossed It also keeps many of our teachers in the profession rather than disappearing soon after so before I go into this and what if Schools explicitly talk students how to you know Remember Retrieve practice rehearse regurgitate whatever the word you use. It's the same thing if we want to so I've been doing a lot I'm reading on memory and parts of the brain in order to enhance my knowledge So we've got a hundred billion neurons I believe at least 50 million of these 100 million neurons at least 50 million of these are in our cerebellum at the back of base of our brain and These neurons form synapses our connection and they form at 100 trillion Which is crazy. So these we can shape significant things in our memory and you know I'm speaking live video etc. Except we can do lots of multiple things through rehearsal and practice In essence, let's strip back to the basics If we want people to remember stuff whether it's riding the bike tying a shoelace or who was the first wife of Henry the 8th We have to repeat to a point of automation so that we can retrieve from long-term storage Now I've been reading a little bit about memory actually that some things can go straight through short term But I need to read a little bit more before I unpick that and what that means because at least vast majority teachers and myself believe or I've been told that Learning happens from long-term storage. So I think for me the jury's out and I'm going to do a little bit more digging So let me just move on nine research and form strategies from Don Lusky I've shaped this resource to suit the rhythm of the academic calendar each introduced separately throughout the months and in the resource itself each resource Recaps on the prior strategy in order to strengthen each each strategy as you go through the academic academic year So what I hope you're left with is a revision cycle of strategies To use on a monthly basis Throughout your school throughout your classrooms from an earlier age and long before the end of year exams or those high-stakes exams So and I'm I'm not necessarily going to get into the resources So in the back end of resources, you'll get all the templates and the editable templates but let me just introduce And each of them elaboration the process where as we develop Concepts rules and facts in further detail. We are developing our New knowledge building on prior knowledge, etc. shaping schema Having that knowledge-rich approach to teaching. You know, all these kind of things are broadly the same but essentially this elaboration at least for the classroom and a Teacher could simply say say it again or ask why and how in order to allow the student to elaborate on their response So the important point here for teachers or parents watching is to regularly check for understanding and accuracy and Useful ways teachers can encourage students to elaborate is to provide concrete examples Rather than abstract concepts. So I give an example if I said To be good at making a table you need to be careful with the saw that's very abstract a concrete example You know with the tools with the table in front of me I might say to be good at making tables Ross. Let's plan and develop some paper models first Let's make sure we measure accurately using a measuring tape stealer or pencil and let's use the correct saw Okay, and that's a lot more concrete So in the resources you'll get some examples of how I would do that in the classroom second strategy here Self-explanation put simply it's when a student can explain maybe to another person another student in class We know that when we learn something it has to be based on prior knowledge So a teacher asking questions offering prompts to help retrieve Can be beneficial to support this process now? there's a good base of research in this area and it has Caught and done lost the immediate impact on outcomes my interpretation I suppose is that You know recommending that we ask students questions offering prompts two or three times Research and retrieval two three times is useful for long-term retention. So Jeffrey Carpicki research I would sign post there and idea three and So summarization and pretty pretty again self-explanatory But we still need to teach these things to students who don't know and we've probably all been there at some point In our life writing new summaries for a lengthy piece of work You know writing an assignment Where we copy extensive notes then for the exam we might reshape them into bullet points and we translate everything We learn into a short summary to help us remember key points. So this schema Can be triggered. So I'll come back to mnemonics later the colors of the rainbow What are they do you have a mnemonic to help you remember the colors of the rainbow? I suspect some of you do some of you don't Okay, so that's summarization third strategy fourth one Highlighting and again pretty straightforward. I can go through the whole text here of a book Techniques easy to use often used by many students. The problem is how do we help them identify key texts? And this could be whether we're identifying nouns pronouns, whatever it is Subordinate causes whatever we're working on and the technique has a Relatively low impact according to Dunlowski's research But it can have an impact under certain conditions and shouldn't be disregarded I don't think so there's an opportunity here for all of us teaching touch subject terminology You know key language, etc. Etc. So another simple tip that I think needs to be taught at an earlier age Now mnemonics I've got the little kind of fist bumps there the kind of months of the the year the number of days per month according to the knuckle shape and The colors of the rainbow Richard of York gave battle in vain etc So using mnemonics is a great mental shortcut for a building memory the learner the student turns maybe The first letter of a word Into a sentence I remember using these all through through my revision years And the evidence suggests I suppose that it has a low impact But it's really interesting that actually we remember many of these mnemonics for our entire life And so again with research dig in what does it mean by low impact? Should we not use it? Should we when etc. Etc. So I'm no stories We know that when we tell stories it activates certain neurons in our brain. That's what neuroscientists tell us That's what brain map show us So I always say teachers to bring curriculum to life tell stories use mnemonics use it as a story structure to activate Familiar sorry, maybe an unfamiliar piece of information into familiar framework So I guess telling stories, you know, you might want to introduce a surprise or a conflict So I've been writing my new book today and I might pose to you How do you start off by writing a new book? There's an interesting question in itself I then show you a structure a kind of Excel spreadsheet a word document to construct the book template I might show you how simple it is to divide divide 50,000 words into per month or per day and then chunk it down and then specify Specific areas whether it's in a story or this specific problem I'm explaining to you and then offer the subtext within the medium and long-term goals So there's a kind of storytelling or mnemonic methodology follows that kind of four or five Guess framework that kind of surprise the kind of conflict or context Alongside a structure with some simplicity being very specific and Alongside some long-term goals. So I'll explain that another day in the resource or another time on the website And six on his dual code now for me as a design technologist So as I was immersed with this term You know as a pedagogical tool sketch note in which I've been doing for a number of years now and with some of my resources And it all makes sense. So, you know dual code and theory been around 40 years or something put simply use of verbal and visual information not learning styles Okay, and so while dual code and has a good scientific evidence back in And it has you know learning styles. I'm talking here and And although they exist. There's no clear evidence that it supports how we learn but dual coding I'm hopefully modeling it here. I'm introducing these ideas and one at a time. You can see by me and You know just hide and reveal in the graphics talking about them. I'm also trying to use stream yard And so I can make the slides smaller me bigger Etc. So this is just you know different ways that I can dual code information for you Okay, so idea seven is Re-reading now rereading and Again, very obvious but something that we have to explicitly teach the students We might reread and fool ourselves that we think something is stuck So that you know called the illusion of learning when a student thinks they know more Than they do because they put in a lot of kind of ineffective effort or suppose So the impact from Dunlowski's low. So again check the research base. It can your positive results I know when I read my room reread material Given that I've got lots of prior knowledge on other study techniques that I can also use while I reread Then it can have a good impact. So with context everything But I make sure of other techniques I think listed there on the slides alone can help strengthen that rereading process So it's important to try so in the resource. I offer you some examples Now the last two are put there quite easily a lot of teachers are familiar with these techniques, you know the earliest academic reference to memory was by I believe Hippocrates 5 BC and The first academic reference up. I also think was Herman ebb in house many of you know the forgetting curve And then Mary E Abbott and they may paper in 1909 So these things have been around for a long time. There are nothing new They might be new to us as we get more immersed into the teaching profession But there are a huge body of research to support that this is Your best bet. However, they're underpinned by a wide range of other things How I manage the behavior my subject knowledge the relationships the activity, etc So it's important to vary the strategies to suit the learning process We know retrieval practice low stakes assessment with no grade and sometimes with no feedback and Two or three times that quiz in there's lots of different things you can do here to really strengthen those synapses And then that's also fits in with the space and interleaving practice So the interleaving the best analogy I can give you is fruit salad You mix your pears pieces of bananas apples oranges, etc. But you don't throw in the baked beans So you got similar topics that are spaced over the curriculum and quick recap in on what things have been taught before Are a great strategy if I could add one more in here, which isn't necessarily a revision strategy But could be a great teaching strategy to increase the effect of effectiveness of all of these Would be feedback and that we know feedback must be timely manageable for me as a teacher Motivation to the student and mean something for them to act on that feedback whether with or without me in the classroom And when we talk about feedback, we're then also talking about Verbal feedback written feedback, which is your mark in boogeyman and then you've got your Nonverbal feedback as well as your feedback feed up feed forward. So lots of different types So that's the resource underneath this video. I'm going to pin the resource yourself So you can download all the slides all the information explained at least if you don't do that You've got a little video you can watch over the weekend and up skill If not go and look at the research paper also if you're interested in some further reading done loski et al 2013 so I'm going to finish there. Let me just stop the screen Here's those books again granddad wheels Brian Abraham about disability inclusion a great resource With some worksheets for your primary schools Computing lessons by Bloomsbury by Simon Johnson. I know that's something I would have needed when in my life Teaching computing particularly relevant during the pandemic right now and also mental health for for our students and for our teachers So two little books are on my desk that means sent to me and thank you for watching any comments Please send me a direct message. Have a nice weekend and I'll see you this time next week. Bye for now. Thanks for watching