Learning is memory or more precisely long term memory. Explore how memories are received, stored and encoded by sensory. working and long term memories with significant implications for how we teach and how our students learn. Reflect on the Rule of Three and how we too frequently overload our students’ ability to process and remember new information. In particular apply spaced practice, dual coding and interleaving to maximise memory retentionj.

Jazz up your Q&A with an abundance of non threatening but highly effective Q&A strategies. Build learner confidence, avoid monosyllabic answers and ensure productive checks on progress through regular ‘all response’ questioning strategies. Build spontaneous participation through the use of ‘story boards’ to check for prior learning, apply spaced practice with regular ‘recall’ questions, check progress mid lesson with Wiliam’s highly recommended Hinge questions and PPPB strategies and lastly end the lesson with self assessment checks to follow up in the next lesson. Shift your focus from a presentation base to seeking evidence of progress and understanding. Aim to identify and correct misconceptions as they arise in real time. Too often we are encouraged to start lessons with the statement, “By the end of the lesson you will be able to …” but how do you know? All evidence-based practice with full academic referencing.