Objectives of the session Understand “Spaced learning.” Appreciate the history of its evolution. To place its development into context. Experience how a Spaced learning lesson works. Begin to juggle Understand why we think it works. Think about how you might use spaced learning with your own classes.
11-19 The Challenge for our science department Three “units” a year. The exam board recommends each unit should take 40 lessons to teach plus;- –Controlled assessments –Other assessments –Revision We regularly have students taking re-sits or multiple exams that they missed earlier in the year.
11-19 So how to fit all this in and provide possibly multiple revision sessions for sometimes 6 different units?
11-19 GCSE Science in 60 Minutes Guardian Feb 2009
11-19 Dr Paul Kelley English teacher by background. American born Sat on his desk Education is a science Education is global What can we learn from scientific research?
11-19 Likes to use broad statements “Ofsted is meaningless…. Everything they have ever said about education would never be published in an Educational Research Journal”
11-19 Monkseaton Community High School First Trust School in the country (partners Tribal, Microsoft, OU,local universities) 13-18 (900 on roll) 5 C+s (inc maths and eng) 49% (56% all) In top 200 improved schools
Their new school day Starts at 10.00am Already noticeable improvements in attendance among the perpetual absentees
11-19 Other things they do Sport central to their program Set up football and rugby “academies” First XI National champions two years running. Measure the BMI of all their students Give them personal advice that matches the results Sixth formers study OU modules (distance learning ICT)
The Science bit! Neurones make lasting connections with each other as part of learning. (synapses) Repeated stimulation of neurones can “fix” memories by making changes to gene activity. The brain makes decisions as to which connections to keep and which to let fade. The neurones “decision” to cement certain connections is only made after its importance has been demonstrated.
11-19 Spaced Learning REPETITION IS ONLY A PART OF IT FINALLY, THEY BEGAN TO APPRECIATE THAT THE IMPORTANT FACTOR WAS TIME
11-19 The basic format 15 – 20 minute intensive revision. Two voices, students watch and “learn” 10 minute active break (basketball/juggling/we’ve tried games) 15-20 minute revision using modified powerpoint from before 10 minute break as before or little games (who am I/simon says) Final run through of powerpoint filling in blanks maybe on paper or for homework
11-19 Does it work? Set Ave KS3 pot Ave Grade F Ave Grade H Spaced learning groups 8ADn 11.0 (6b) 17.0 (C) 12.0 ( C) 8LS 10.9 (6b) 16.3 (D) 12.0 ( C) No spaced learning 8JR 11.0 (6b) 12.0 (E) 7.0 (E)
11-19 What next? Used in other subjects At Monkseaton it’s used across the curriculum. (examples on their web-site) Now used as much at the start of a topic to give an over view as at the end for revision. The basic format must be kept to. It’s important that students have the full effect.
11-19 Objectives of the session Understand “Spaced learning.” Appreciate the history of its evolution. To place its development into context.. Experience how a Spaced learning lesson works. Begin to juggle Understand why we think it works. Thought about how you might use spaced learning with your own classes?
11-19 Spaced Learning Network For more information leave your email address And / or contact firstname.lastname@example.org email@example.com/ or go to www.monkseaton.org.uk