Rosenshine lecture 15/02/2021

sensory store = new information is encoded. reading off board/ listening to teacher etc. When they
are paying attention, this information moves to STM and it stays there really really briefly. in MFL,
capacity is 4 chunks of information at a time – any more that that, they will be forgotten. Duration,
limited to 18-30 seconds if you don’t rehearsal it. If we reheare enough they go to the LTM.
Forgetting is part of the procress, we need to build it in to how we think about our pupils.

These words, I remembered 6 and this was in my own language and not hard words.
Choosing the right point to revisit things! SO they benefit most from it.

Informaiton is useless if it is in your memory, but you can’t find it.

Teachers just need to accept that studenrs will forget things. The more we retrieve things, the more
we can use them. Show we need to use things.
BJORK = v big in this field.

Kate Jones is a history teacher. V big in this field, has a book on retrieval practice.
it gets called ‘testing’, but this doesn’t mean exam. this is recalling information without a support.

every time we test. that memory becomes stronger.

students can recognise gaps in their own knowledge with good retrieval practie

3. they learn more if they think they are being tested.

4. better organisation of knowledge. BIG for MFL, GCSE is taught in modules but exams mix
everything together. so this is really good. students struggle to connect the dots sometimes.

6. lots of current research on this. helps them to remember additional info that wasn’t helped.

8 the more you retrieve the more you can separate out ideas. really helpful for tenses. the more
they can compartmentalise them

9. important. helpful for our planning.

10. encourages students to study more at home. regular testing. – she isn’t sure yet if this always
works.

we need to have dialogues with students about how to learn. When students come to revise,
students tend to go for the bottom row. These ones at the bottom are easy and safe – it looks
productive, but it wasn’t scarey. Learning and revision is meant to be difficult.
these graphs show

- top left, what has the biggest impact on the tests.

top right – shows difference between retention for testing and for remembering.

bottom

- how much did students learn if they were doing it right.

not designed to be high-stakes or anxiety enducing. They should not feel perminatly examined
all students should be taking part. You need to have everyone involved, so each student understands
their gaps in knowledge

tell them what the vocab test will be on – help them to be successful – low stakes

challenge grids. all students wrre getting all all subjects were these

make sure it’s time efficient. retrieval is only one part of the learning sequence.

Kahoot. Multiple choice questions aren’t that impactful. If you spend ages on kahoot, you shouldn’t
be spending ages on it.

make it workload efficient – if an activity takes longer for you to make than the pupils to do, then it
is not efficient

retrieval is only if there is no support.

try to get students to understand that you are helping students by not telling them.

you could probably argue that retrieval practice fits into all TS. You’ll struggle with retrieval if you
don’t have good relationships with students.
Rosenshine. Follow 10 steps to teach new concepts. She now starts all activities with retrieval
practice – she says it works with the science of learning. Don’t always have to have everything that is
linear to the lesson.

Teachers often go to production too quickly.

80% success rate = called the goldilocks effect.

QUESTIONS

In classroom, she has found that verbal testing is hard to achieve if you want to test every pupil. She
finds written testing more effective. Paired testing can work really well if you think it through. You
can vary the pairs depending on what you want to achieve. Lower/higher pairs – if it is the same
pairs, the lower ability student will likely volunteer to go 2nd and then they get support from the
higher who goes first.

Can start at the start of the year with open books (not retrieval practice), this gives students
confidence and then you can do retrieval then.

Making students understand how it improves their learning. With lower ability, they have less
resilience and then they get thing wring and it’s bad. ensure you invest time in explaining why
retrieval is important and it’s okay to be wrong. Then they will experience a higher success rate over
time.

retrieval activities are about 10- absolute max 15 minutes including checking time etc. This is time
efficient what it is.

You can differentiate retrieval activities for students.

Writing their marks in your markbook makes it not low stakes. Students should not know you’re
doing this even if you are. This is NOT an assessment/test. You should not assign a grade or number
to anything to do with retrieval practice.

Spiral.ac – mini-white board thing (app), this is good for online teachers because students don’t
have enough time to google translate answers
As time goes on with doing this type of thing, their memories’ might improve. Investing time in
language patterns can help students to understand/recognise more vocabulary.

ACTIVIES WE CAN USE!

CHALLENGE grid. different levels of difficulty at the bottom. They fill in as many of the boxes as they
can in the time given. Can do the pts system of how long ago they did the topic.

retrical race. they try to work through the 5 activities. a few different types of retrieval. You could
get some of them to start with other things. Use this to highlight common misconceptions.
name 3 – some categories. All they have to do is write down 3 types of vocabulary. Then you can see
the bits that they can’t remember. Whole class where they get the issues wrong.

They fill in as much as they can in the left column and after 5 mins they talk to peers and steal extra
bits of information. They get to move around the classroom etc. Can be limited slightly in languages,
but this could be used – ‘which verbs don’t use avoir’.
all the categories. How long you want, write as much as they can in different sections. They can do
words/phrases/tenses etc. – natural differentiation. This takes a bit longer. good for nearing to end
of unit assessments. Give them a blank version to take home and then test themselves.

They have to write a word for each letter. Make sure you think about it before and make sure there
is a qquestion for each
 In pairs. they have to get 4 in a row. can have both English and French versions, they can delf
difrenciate. the answers on the back. they can feel more secure about their answer because they can
check their answers.

5 different activities. They can pick what they do first. Some go for list first etc. Correct and and
Translate are often linked to consolidateanswers
They do the activities. Can diffrenciate – tell them where to start. You can do all the purple, then all
pink etc. Can make safe to start with and build challenge.

multiple choice quiz. they just do by themselves. quizzing, multiple choice is easier than pure recall.
Start with pure multiple choice until they know it’s not a test. Some lower ability always need some
multiple choice to make them feel better about it.
they pick 3 in a row and try to complete it. Completely self -difrenciated. Higher ability can do more
boxes. 3 is the minimum expectation.

Key verb map. She has them laminated. they get a whiteboard pen and they have to do it once every
few weeks. Can start it easier, start with no1. By end of yr 11 they should be able to fill in all of it.
Speaking practice lollys. Loads of them with the different types of speaking questions. they’ll pick a
lolly stick and they will do it in pairs. Easy to diffrenciation, theme 2 question – towards end of year
11 they can do every theme randomly.

Vocab test- conti says chunks of vocab are better – so comprehensible sentences are better for
GCSE. Part 1 helps with part 2. Builds and support them. They gives themselves marks, but she never
writes them down. Vocab test, but not in traditional sense.
quiz quiz trade. Takes more prep time. Find a partner, they have to translate sentence on their
partner, then swap.

all have own grid. find a partner, the partner chooses which question they want to answer. Then
they move on to someone else. Once that box is ticked, they have to go for the harder questions
later on.
categories or things they might talk about. these type of bullet points are for the 40 words answer.
Each lesson they can write as much as possible about each topic. They can do this each lesson.
Students can revise themselves each lesson, because they knew they would have to write something
on it.

History example. Groups of 3, 2 play the game initially, the 3rd is referee for the first round. The
referee gains confidence during the first round, naturalllt the lower ability will take this job. then
when they plan the winner, they know what they’re doing etc.
Dice, roll them – they have to translate them.

start at the bottom and as you go up it gets harder. Spot mistakes you should include common
misconceptions.
loads of acitivites. Have to get students to hold up their boards so that they all reveal at the same
time – get authentic answer.

Kate Jones has just brought out a 2nd book too.

Twitter is great for a teacher account. Has to be Professional. There’s a lot of teachers on twitter are
helpful.