1. New ways to engage your more able boys who are underachieving: ensure they strive for the top grades and successfully change their attitudes and work ethic to avoid ‘corner cutting’

2. Ruth Powley www.lovelearningideas.com

3. Change attitudes with ‘powerful data’

4. 1. Use standardised scores

5. 2. Use a Tracker to incentivise students...

6. 3... and track completion of revision timetables etc.

7. 4. Focus students on their progress...
Each of you is given a colour...

8. 5... ensure that they engage with their performance...

9. ... and engage with their grades...

10. 6. Use war boards

11. 7. Teach students about the illusion of fluency and over-learning
Over-learn by 20% to avoid the illusion of fluency

12. Change work ethic with focus on the actual not the intention

13. 8. Insist on knowledge organisers
Students who organise knowledge into a mental model show an advantage in learning Brown et al. Make it Stick

14. 9. Build re-learning into curriculum planning
Students should practice until knowledge is correctly recalled once...
...and have three relearning
sessions
Rawson and Dunlosky
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology

15. 10. Drill students in exam technique

16. 11. Use book polishing and folder checks to insist on high standards of presentation

17. 12. Use targeted progress reports

18. 13. Use Scholarship Forms

19. 14. Use learning contracts

20. 15. Use parental guidance work packs

21. 16. Provide more exam practice with Exam Thursdays

22. 17. Use exam observations

23. 18. Consider summer progress schools

24. Avoid ‘corner cutting’

25. 19. Insist on high quality oracy
Say it better
Say it longer

26. 20. Quotes by Rote

27. 21. Ensure that students understand the cognitive science behind learning

28. 22. Teach them about the Spacing Effect
We have known about the Spacing Effect since 1885 and it is one of the most reliable findings in research on human learning

29. 23. Ensure that students know how to plan revision scientifically based on the spacing effect
In general, the best spacing gap is 10% - 20% of the test delay For a test in 10 months time, space your revision every 1-2 months

30. 24. Teach them about the Testing Effect

31. Study versus testing
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention, Roediger and Karpicke
Study
Test

32. 25. Ensure that there learning plan contains plenty of testing: the size of the testing effect increases with the number of tests done
When is practice testing most effective?
Repeated tests followed by spaced restudy 
Feedback on mistakes
Retrieval from long-term memory rather than recognition-based tests (e.g. multiple- choice questions) 

33. 26. Plan group retrieval opportunities
Re-exposure This re-exposes you to knowledge you might not have remembered yourself Cross-cuing The knowledge that others recall might trigger extra recall for you

34. 27. Don’t let them do what doesn’t work very well...

35. 28. Tackle over-highlighting
Highlighting creates the illusion of fluency

36. 29. Tackle re-reading work as revision
Re-reading work creates the illusion of fluency. Generating knowledge is more memorable than reading it.

37. 30. Tackle cramming
Cramming for just a few days before the exam leads to higher scores on immediate tests but results in faster forgetting than spaced learning. This makes it particularly dangerous for mock exams. Find out more on why cramming doesn’t work