B U S I N E S S
N A E
The aim of the
Teaching & Learning
Journal is to:
- develop our
understanding of the
Learning Identity.
- use the Learning
Identity to move
learning forward.
- establish the Learning
Identity as an active
document that shapes
the development of
learning at Preston
Manor for staff and
students.
- explore current
research in developing
learning.
- share best practice
from both inside and
outside of Preston
Manor.
- trial new and
innovative practice.
INSIDE THIS
ISSUE:
Learning
Awareness and
the Learning
Wheel
1
Staff Key
Actions and
Outcomes
1
Classroom
Activities on
Learning
Awareness
2
In the
Classroom
3
Student Voice
4
TLJ
V O L U M E
2 ,
:
I S S U E
the Teaching & Learning Journal
4
M A R C H
2 0 1 5
Learning Awareness and the Learning Wheel
LEARNING
AWARENESS
VOLUME
2,
ISSUE
4
PAGE
3
In the Classroom:
Learning a Foreign Language first and foremost means learning vocabulary and its application.
In the MFL department we firmly believe that learning vocabulary is necessary for the students
to make progress. I always compare language learning to building a house. Without the
basement – the vocabulary – the house will not stand up. So we regularly book computer
rooms for our students, where they work on a website called “memorise”, which is on the VLE
and helps them to practise and learn their vocabulary. We also regularly give them vocabulary
tests and dictation to improve their writing skills. Other ways of learning vocabulary are using
language sites on the internet (www.languagesonline.org.uk, http://www.education.vic.gov.au/
languagesonline), and “Quizlets”. Students also use their home learning books where they can
highlight the vocabulary they know so they can keep track of which words they need to spend
more time revising. All of this helps to build up their vocabulary bank and improve their writing
skills.
Sabine Foley—Head of German
There is nothing remotely new about the importance of memory for learning. Aristotle said "exercise in
repeatedly recalling a thing strengthens the memory".
Early in my career, I worked really hard to become good at delivering new content to students such that at
the end of a lesson they "knew" something they hadn't before. Students would leave having answered
demonstrated "learning" and I'd pat myself on the back and internally say "well done Colin!". Then the
inevitable next lesson came where all the progress we had made and that I was relying on for the next
lesson's progression was gone (pat on the back rescinded). In particular, I noticed how "less able" students
would struggle perhaps more recalling facts and methods needed to move forward - it led me to question
were they "less able" or did they just need help strengthening their memory?
This frustration lead me to really focus my attention on how memory works and what skills a teacher can
use to help pupils with their memory . I could write at length about techniques I have "discovered" that
work - you won't be surprised to know that they are all just common sense and, in some cases, rather
"traditional." I will list a few (below) but they are explained at length in two fantastic books better than I can:
- Make it Stick - The Science of Successful Learning (P. Brown, H, Roediger, M, McDaniel) and How the
Brain Learns (D. Sousa). Ch8 in Make it Stick summarises the techniques so please pick it up in the
staffroom one day - it will lead you to read the other chapters for more detail. To try and summarise in a
few lines it appears durable learning comes from 1) self-testing (retrieval practice), 2) adding difficulties in
practice (easy revision is worthless like re-reading once you understand something already) 3) waiting to restudy/practice once a little forgetting has occurred. I implement 3) in every Starter of every lesson I ever do
where I put on the board with a low stakes skills test, interweaving several topics we have learnt and give the students opportunity to
practice them over the course of the whole year.
Colin Hegarty —- Leading Practitioner in Mathematics
I do not know about you, but as a student I was never taught how to learn; I had to devise my own ways
to retain necessary information. Today, as a teacher, I am passionate about passing meta-learning
techniques to students in order to aid them on life-long path of learning. In my RE lessons I purposefully
use ‘earning vocabulary such as; memorising, repetition, comprehension, questioning, embedding in your
memory, long-term memory, short– term memory.
RS is word rich subject demanding a lot of written data from students. Because of it I repeatedly remind
students that in order to write a good quality essay they need to memorise key facts and information. If
they do not memorise key facts they can not use them and apply them in their essays. There is a
difference between understanding something and truly knowing it and that becomes obvious when we
are tested. Therefore, memorising is a foundation of long term learning.
Whenever we learn new fact lists in KS4 and KS5 lessons, rote repetition time is embedded in lesson
time; while questioning and summarising, among others, is used for elaborative repetition/ rehearsal.
Quizlet activities are used repetitively in order for students to revisit covered material.
Natalija Skegro—Religious Studies Ks4 Coordinator
Student Voice
What techniques do you use to memorise information?
“What works for me when revising for French, is recording myself
reading the piece of writing out loud, then listening to it so I remember
how to pronounce everything and the order it goes in. In the recording
I break down the piece of writing into sentences to match the
questions that could be asked, so I can memorise it in sections which is
much easier. Another way I try to memorise French is by skim-reading
the paragraph, then hiding my work and re-writing it by memory. I can
then compare this to the original piece of writing and see what I need
to spend more time trying to work on, like accuracy of spelling or the
order of the words in each sentence.” Aleena 11S
“My revision is based on different tactics depending on the subject. For
fact based subjects such as Music, ICT and Science, I use flash cards to
help me memorise definitions and keywords. As well as making paper based
flash cards, I use online resources such as Quizlet to make online
flashcards. Quizlet turns the information you enter into flashcards,
quizzes, tests and games. I find this really helpful as it makes revising much
more interactive. When there is a lot more information to revise in subjects
such as Geography and English, mind maps can be very useful. They help
make information more visual. Finally, past papers are the key to revision.
For subjects such as French and Maths, i feel that past papers give you an
idea of what the examiners are looking for. Also, going over the mark
scheme can help identify what topics you are weak in and allow you to
concentrate on specific things.” Kushal 11P
“With revision it is really important to ensure that you actually
understand the content in class. Then when you go home look over
your notes so that you are more likely to process the information
into your long term memory so you are less likely to forget the
information. Especially with humanities such as History when you
need to memorise the facts and dates of important events it is
really important to ensure that you constantly look over your work.
Also depending on your learning style eg. auditive, visual or
kinaesthetic you may prefer to write notes, make eye catching
mindmaps and maybe record yourself saying the information and
hearing the information daily. Personally, I believe that doing past
exam papers are really helpful as it gives you an insight of the
questions the exam may contain.” Aneeka 11S
References & Further Reading...
> S. Gornell, M. Chambers, G. Claxon (2005) Building Learning Power in Action, Bristol, TLO Limited.
> Petty, G. (2009) 'Evidence Based Teaching' 2nd Edition. Cheltenham: Nelson Thornes
See also www.geoffpetty.com