Really enjoyed this. Thanks Doug. Makes me think of some classic exam questions that change the variables for Science RP’s which require students to have a much more robust schema to be successful. I think maths teachers have long known about and are far better at utilising variation theory than some of us in other subjects. I also think this highlights the absolute critical need for a highly effective retrieval culture in schools. We can’t build on last lessons knowledge if the retrieval strength is too weak. Thanks, made me do some reflecting. Particularly liked the list of ways to embed this.
Thanks Sam, as a Science teacher I fully appreciate the challenge of changing contexts in questions. This is definitely something all teachers need to consider.
The fact that temporary performance in a task can be a poor proxy for learning is an idea I have been very interested in lately, thank you for shedding some more light on this topic. Working from scaffolded reproduction to independent utilisation of knowledge is indeed the ideal goal of the teacher, and is a useful way of thinking about it.
I wonder whether schools sometimes overestimate learning because performance is so much easier to observe and measure. If learning is only visible retrospectively, does that create a tension with lesson observations and accountability systems that focus on what can be seen in the room? I'd be very curious to hear to your ideas on this. Many thanks again
Really enjoyed this. Thanks Doug. Makes me think of some classic exam questions that change the variables for Science RP’s which require students to have a much more robust schema to be successful. I think maths teachers have long known about and are far better at utilising variation theory than some of us in other subjects. I also think this highlights the absolute critical need for a highly effective retrieval culture in schools. We can’t build on last lessons knowledge if the retrieval strength is too weak. Thanks, made me do some reflecting. Particularly liked the list of ways to embed this.
Thanks Sam, as a Science teacher I fully appreciate the challenge of changing contexts in questions. This is definitely something all teachers need to consider.
The fact that temporary performance in a task can be a poor proxy for learning is an idea I have been very interested in lately, thank you for shedding some more light on this topic. Working from scaffolded reproduction to independent utilisation of knowledge is indeed the ideal goal of the teacher, and is a useful way of thinking about it.
I wonder whether schools sometimes overestimate learning because performance is so much easier to observe and measure. If learning is only visible retrospectively, does that create a tension with lesson observations and accountability systems that focus on what can be seen in the room? I'd be very curious to hear to your ideas on this. Many thanks again