SPACED PRACTICE AND INTERLEAVING

1. L&T Meeting Experience, apply and integrate learning Teaching for Transfer • SPACED PRACTICE AND INTERLEAVING

2. SPACED PRACTICE& INTERLEAVING What is it? Where does it come from? How can I get this into my lessons?

3. What is it?

4. What is spaced practice? Spaced practice is the exact opposite of cramming. When you cram, you study for a long, intense period of time close to an exam. When you space your learning, you take that same amount of study time, and spread it out across a much longer period of time. Doing it this way, that same amount of study time will produce more long-lasting learning. For example, five hours spread out over two weeks is better than the same five hours right before the exam.

7. What is interleaving? Imagine you are sitting down to a study session. You have an exam coming up, and all sorts of different topics to study for it. How should you study them - one at a time, or switching between them? Here’s what the research suggests: You shouldn’t study one idea, topic, or type of problem for too long. Instead, you should change it up often. Interleaving like this may seem harder than studying one type of material for a long time, but this is actually more helpful in the long run. This strategy is particularly useful if you’re studying something that involves problem solving - like math or physics - interleaving can help you choose the correct strategy to solve a problem (1). Interleaving can also help you to see the links, similarities, and differences between ideas (2).

9. Where does it come from? What is desirable difficulty? Alearning task that requires a considerable but desirable amount of effort, thereby improving long-term performance. (BJORK)

14. ROBUST EFFECTIVE

15. INTERLEAVING BENEFITS • The benefit of interleaving is found over a diverse set of stimuli e.g. • word pairs (Battig, 1979) • motor movements (Shea & Morgan, 1979) • mathematics problems (Rohrer & Taylor, 2007) • word translations (Richland, R. A. Bjork, & Finley, 2004). • Interleaving benefits • memory for what is studied, • learned skills (e.g. Carson & Wiegand, 1979). • The theory is that interleaving requires learners to constantly “reload” motor programs (in the case of motor skills) or retrieve strategies/information (in the case of cognitive skills) and allows learners to extract more general rules that aid transfer. USE A VARIETY OF LEARNING AND TEACHING ACTIVITIES

16. How can I put this into my lessons?

17. Matt Dinnage shares some ILT practice he is implementing in Geography using spaced practice and interleaving in KS4 students’ ILTs.

18. EXAMPLES Pilot spaced learning with a group and compare outcomes with a similar group. Design schemes of learning which factor in time to reteach/review content. Less terminal revision, more reviewing during units. Use cumulative exams and quizzes throughout the unit. When planning learning, vary practice: -Teacher input –Student recall – Application. EXAMPLES Use programmes like Quizlet for frequent low stakes quizzes. Plan starter activities based on content from previous units. Mix up the order of practice problems for greater retention. Multiple exposures –students need 3-4 exposures to information over time.(Hattie) EXAMPLES Explain the evidence behind the methodology to get buy in from students and parents. Collapse lessons periodically to provide spaced practice on common areas of weakness. EXAMPLES Use PLCs to identify common weaknesses and interleave questions related to the weaknesses.

19. Curriculum planning

21. USING QUIZZES Dedicate the first 10 minutes of one lesson a week/fortnight to a memory task during which each student is compelled to retrieve key information from memory. Q1-Q3. Retrieve key knowledge from last lesson Q4. Retrieve key knowledge from last week Q5. Retrieve key knowledge from last term Q6. retrieve key knowledge from last lesson and connect it to knowledge from last term. + ‘settler’ task + students can elaborate during discussion + switch from surface knowledge to deeper knowledge

22. STUDENTS TEST EACH OTHER Students test each other verbally, ‘A tell B five things you remember about x: now B tell A five things you remember about y.’ this can be supported with cues or images on the board. + ‘settler’ task + students can elaborate during discussion + switch from surface knowledge to deeper knowledge

23. What this might look like for our students?

24. What this might look like for our students?

25. Research to Practice Summary: SPACED PRACTICE & INTERLEAVING

26. Planning Time Follow up – feedback at faculty meetings 20th What have you planned that you will feedback What resources could you make and trial before the 20th – 2 weeks today to experiment!

27. Glyn CPD Bingo • Mid Year Points/Leader board • The Professional Development Team believe CPD is something you do (with our support), not which we do to you • Select CPD Bingo tasks as great ways to ‘self CPD’ to suit you • On your copy tick/circle any you have already done this year • These will be entered into a prize draw next Mon Am Briefing • Super self-CPDers leader board will go up in the training room • It’s only the mid year – the CPD challenge is then on for the rest of the year before our final summer prizes!