quiz to retrieve, remember and connect · innovation and excellence – don’t quiz to measure ©...

Innovation and Excellence – Don’t quiz to measure © 2019 Alex Bedford Unity Schools Partnership

Don’t quiz to measure

Quiz to retrieve, remember and connect

Professional development written by

Alex Bedford


Rosenshine, 2012: principles of instruction

RETURN

SEQUENCE

MODEL

GUIDE

CHECK

SCAFFOLD

INDEPENDENCE

RETURN

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QUESTION


The illusion of fluency


Retrieving is bringing information to the mind

Cumulative questions

Summarising

Mapping

Imagining through self-testing

Paired questioning

Self-testing (have a word with yourself)

Teaching others through explanations and enactment

Elaboration

Suggestions adapted and elaborated from Daniel Willingham, Logan Fiorella, Richard Mayer, Alex Bedford

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Why build questions into the sequence?

Questions activate…


Learn through cumulative questions = sequence

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Innovation and Excellence – Don’t quiz to measure © 2019 Alex Bedford Unity Schools Partnership 7

Cumulative quizzing


Knowledge notes

SEQUENCEsteps

MODELconcrete examples

GUIDE retrieve, recall, flick back

CHECK using elaboration or thinking aloud

SCAFFOLD difficult tasks

USE independence

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KNOWLEDGE NOTESElaborate and support retrieval practice for essential vocabulary

and concepts

Can be used to retrieve previous knowledge throughout the

teaching sequence

Helpful in sequencing questions throughout the study or theme

Communicates knowledge and vocabulary clearly

Scaffolds difficult vocabulary / concepts

Activates pupil productivity and retention because it does not limit space on a worksheet.


First scaffold, then retrieve…


First scaffold, then retrieve…

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Sequence and retrieve through questioning

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A well-organised, coherent approach to implement knowledge (and then be skilful with it)

QUIZQuestions written in the same sequence as they are taught

Must be referred to and checked against as the

teaching sequence and beyond

KNOWLEDGE ORGANISEREssential vocabulary and

concepts.

Must be referred to throughout the teaching sequence and

beyond.12

VITAL VOCABUALRYCaptures and articulates important or tricky

words.

Make vocabulary a SPOKEN priorityWords encouraged to be taken beyond the

classroom through conversations


Class books tell a rich story…

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Socrative THE TESTING EFFECT through retrieval practice

1. Visit www.socrative.com and click on student login

2. Join the room – MRBEDFORD1

3. Enter your name

4. Wait for the quiz to start…


Could we design a curriculum around retrieval, spaced practice & interleaving rather than topics?

What would it look like? Weekly teachingEnglish = Success for AllMaths = Maths no ProblemPSHE and SMSC = PATHS (20 min daily session) Music, R.E. and P.E. taught weekly

Blocked teaching:Art and DesignComputingDesign and TechnologyGeographyHistoryLanguagesScience

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Example - Year 3 Autumn Term 2019

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Introduce or revisit…


What purpose does your curriculum serve? What are the essential strands that drive the schools’ curriculum?

What coverage is planned to organise the content?

How precisely are knowledge and vocabulary planned?

How effectively is the content sequenced?

How well does the content draw upon previous knowledge?

Is the curriculum cumulative?

What conscious connections are made to enhance subjects?

INTENTION headlines to EXPLORE

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For more information and examples please contact:

Alex Bedford

[email protected]

Tweet lovely things to @baronbedford

http://unitysp.co.uk

quiz to retrieve, remember and connect · innovation and excellence – don’t quiz to measure ©...

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