The Power of the Community

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A whole school approach to embedding cognitive learning strategies

@coffeychemistry

Patricia Coffey

Head of Chemistry

@JESSDubai

@coffeychemistry

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What needs to happen for this approach to be�SUCCESSFUL?

@coffeychemistry

Hands on workshops for students

Students need to be shown how to successfully revise. Workshops can allow students to learn the strategies correctly, for example, how to use flashcards correctly

Hands on workshops for parents

A lot of parents are not aware of the advance in research behind revision. A lot of parents assume it is the same as when they went to school and often force their children to do hours of revision.

Sharing of resources and ideas amongst teachers

Teachers should be given opportunities to share resources they use for revision. Also, time can be embedded into mentor time etc. for tutors to work with students also.

Why there needs to be a common�LANGUAGE?

@coffeychemistry

What is a common language?

A common language for revision techniques is where all staff, students and parents are using the same terms to explain how to revise e.g. retrieval practice, dual coding..

Why is it needed?

All teachers ensure their students know how to revise in their subject, however, they may be using different terms to explain revision techniques. We need to be speaking the same language with regards to revision

What is the benefit of using a common language?

Students will not be confused and will be confident in knowing how to revise effectively. They will know what retrieval practice looks like in Chemistry and also what it looks like in English.

Why is a whole school approach to revision�needed?

@coffeychemistry

Removes the need for revision strategy days for exam year students. 

Students will become proficient at knowing how to revise effectively from as early as Year 7.

Parents can become confident in supporting their children with their revision at home.

Teachers can push forward with the content they need to deliver knowing that students are already proficient in knowing how to revise for their subject.

A whole school approach is needed so that....

Retrieval Practice�IDEAS in the Classroom

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5-Minute Brain Dumps�

@coffeychemistry

The first-time students retrieve shouldn't be on a final exam.

IDEAS in the Classroom

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Daily retrieval practice quizzes�

@coffeychemistry

Retrieval should be used as a learning strategy, not an assessment tool.

IDEAS in the Classroom

Spaced Practice/Interleaving

Monthly Challenges�

@coffeychemistry

IDEAS in the Classroom

Spaced Practice/Interleaving

Summer Challenges �

@coffeychemistry

STUDENT Workshops

A different focus for each year group building upon their knowledge each year.�

@coffeychemistry

It is imperative that we teach students to manage their learning and model metacognitive strategies and language for them.

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It is important that this is done as early as possible as it is very hard to change people’s assumptions, even when presented with scientific evidence that contradicts their beliefs (Pennycook et al., 2020).

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The underpinnings of cognitive learning strategies should be developed as early as possible rather than leaving it until the exam years when students will be more resilient to changing their misconceptions.

IDEAS for PARENT workshops�

@coffeychemistry

Parents are more likely to engage in their children’s learning when schools offer more structured evidence-based programmes of support to them (Axford et al., 2019)

• Information sessions for parents via coffee mornings.

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• Hands on workshops with students and parents on making effective flashcards and how to use them correctly.

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CPD for TEACHERS

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@coffeychemistry

• Edubook Clubs
• Cognitive Science in the classroom fortnightly CPD
• Making it Stick T&L TEAM to share good practice.

Evidence from several studies has amassed showing that CPD has the power to positively impact student learning and improve teaching (Kennedy, 2016a; Fletcher-Wood & Zuccollo, 2020).

Changing Homework Policies

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@coffeychemistry

Lagged Homework

(spacing in content heavy subjects)

• Lagged homework is one version of spaced practice.

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• Students do not rush through classwork in order to “get to” the homework and try to do as much of it as possible in class. As a result, they are more intellectually present, and more available for reflection, discussion, and collaboration.

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• Lagging homework extends students’ exposure to the ideas, which gives the students who need it more time to absorb the ideas. In fact, it gives them an opportunity to later review ideas that they may have absorbed too fast.

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Spacing important content repeatedly has the potential to encourage students to study this information at home as they realise its importance of being understood (Dunlosky and Rawson, 2015).

Thank�You!

If you would like any more information or support in setting up a whole school approach to revision in your school then I would be happy to help. 

Patricia Coffey

Head of Chemistry

@JESSDubai

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@coffeychemistry

www.coffeyschemistry.com