Managing Multitasking: What teachers and students need to know—and do
This is Part 3 of a series called, Learn, Teach, Model: Learn about memory . . . because it makes you a better teacher Teach students about memory . . . so that they have control (and you have buy-in) Model the strategies . . . so they see it in action and know we value them See links to other topics at end of this article. MULTITASKING: LEARN IT Are you multitasking? Is the TV on? Is someone in background talking to you? Are you at school on break duty? Although originally
Retrieval practice: How to get students using it
This is Part 2 of a series called, Learn, Teach, Model. Part 1 introduces the series, the main challenges teachers face and an approach that will help. See How to get students to use the Learning Strategies that we're so excited about. I suggest we should: Learn about memory . . . because it makes you a better teacher Teach students about memory . . . so that they have control (and you have buy-in) Model the strategies . . . so they see it in action and know we value them RE
How to get students to use the Learning Strategies that we're so excited about
Last Summer, I visited a friend whose son was about to take his exams. We found ourselves in one of those familiar conversations you get into as a teacher-friend. “So, tell Tricia what you are doing to revise for your exams.” He replied, “We had an assembly about how to test ourselves and plan revision.” Our heads nod in approval. Further probing led me to conclude that he had also learned about spaced practice and other effective techniques. “And,” he added, “we got a workbo
