2.2.1
How Long and How Often to Review Material
Complete the interactive activities in the Seneca app to work towards your CPD certificate.
Strategies for Generating Reflective Learners
There are no specific guidelines for when students should review information learnt. But according to research, the most beneficial time to recall information is at the point when we’re about to forget it.
Advice to give students
- An effective approach to advocate to our students is that doing short bursts of retrieval every day - in bursts of 30-60 minutes - will be more beneficial than one long seven-hour session.
- The following slides will contain two strategies for producing reflective learners from Barak Rosenshine's ‘Principles of Instruction’ paper.
Strategy 1 - begin by reviewing
- Begin a lesson with a short review of previous learning. Daily review can strengthen previous learning and can lead to fluent recall.
- Rosenshine highlights from the research that the most effective teachers began their lesson with a five to eight-minute review of previously covered material.
- Teachers use this review time to reflect on vocabulary, formulae, events or previously learnt concepts.
Strategy 2 - extensive practice
- Engage students in weekly and monthly review. Students need to be involved in extensive practice in order to develop well-connected and automatic knowledge.
- In his paper, Rosenshine indicates that expert teachers create regular opportunities for pupils to rehearse and review information and, in time, improve learning by recalling information with increased automaticity.
The problem with NOT reviewing
- If pupils must work hard to recall previously learnt material whilst learning new material, this can make it difficult for the new material to be received and encoded correctly.
1‘C’ - How Can Knowledge be Effectively Condensed?
1.1'C' - Condense
1.2Strategies for Condensing
2'R' - How do we Generate Reflective Learners?
2.1Research on Memory
2.2Timings for Reviewing Previously Learnt Material
2.3Strategies for Generating Reflective Learners
3‘A’ - Using Assessment as a Responsive Tool
3.1Formative & Summative Assessments
3.2Determining Whether Learning has Taken Place
3.3Strategies for Assessing Student Learning
4'F' & 'T' - Precise Feedback to Feedforward
4.1Giving Effective Feedback
4.3Strategies for Providing Feedback
Jump to other topics
1‘C’ - How Can Knowledge be Effectively Condensed?
1.1'C' - Condense
1.2Strategies for Condensing
2'R' - How do we Generate Reflective Learners?
2.1Research on Memory
2.2Timings for Reviewing Previously Learnt Material
2.3Strategies for Generating Reflective Learners
3‘A’ - Using Assessment as a Responsive Tool
3.1Formative & Summative Assessments
3.2Determining Whether Learning has Taken Place
3.3Strategies for Assessing Student Learning
4'F' & 'T' - Precise Feedback to Feedforward
4.1Giving Effective Feedback
4.3Strategies for Providing Feedback
Practice questions on How Long and How Often to Review Material
Can you answer these? Complete these activities in the Seneca app to progress towards your certificate.
- 1What sort of retrieval sessions should students be aiming for? Multiple choice
- 2
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