innovatED Magazine - Issue 4 - Spring 2020

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Y A E A T ' E M ! ugly frogs... We know from years of research into memory for learning that ‘distributed practice’ and ‘spaced retrieval’ provide the conditions for more secure retention in the long-term memory as does varying the order of topics within a pupil’s revision plan. This is an area where we can really add value to our pupils’ revision experience. Throughout this term, I have been chatting to pupils about how they organise their revision timetables; unsurprisingly, they tend to schedule their favourite subjects early in the week and as the first session of the day, leaving the really unpleasant, tricky stuff until last. While this is completely understandable, it only makes matters worse. The greatest energy is needed to grapple with the hard stuff, so it makes sense to put this at the start of the schedule and plan a break after it before moving onto the topics with which pupils feel more at ease. It’s what time management guru Brian Tracy calls “eating the ugly frog”. Again, Cundall Manor has a resplendent display of exceptionally ugly frogs displayed throughout their Year 11 classrooms! For optimum revision effectiveness I propose the following: September to October half-term: Revision boosters of 10-20 minutes per day November to Christmas: The Memory Clock one hour revision sessions (the revision boosters can form the first section of this model) Christmas to February half-term: Increase the middle section of The Memory Clock model to incorporate a section of an exam paper 2-3 times a week, but take a 30 minute break before completing the last part of the model February to Easter: Increase the middle section of The Memory Clock model to incorporate a full exam paper 1- 2 times a week, but take a 30 minute break before completing the last part of the model Easter to May half-term: Increase the middle section of The Memory Clock model to incorporate a full exam paper 2-3 times a week, but take a 30 minute break before completing the last part of the model. This revision plan creates the capacity – in terms of both time and habit-forming - for pupils to revise topics repeatedly throughout the year. I would argue that the most important thing to consider is that everyone – pupils, teachers and parents – needs to understand what makes effective revision so that there is a practical and emotional support system around each pupil. In today’s landscape of reformed GCSEs and high-stakes exams, there are no shortcuts to revising thoroughly; however, as illustrated here, some methods are certainly more efficient than others. So let’s put our pupils in the driving seat and give them the support they deserve • Sue O'Leary-Hall is the founder and Academic Director of Thesan Coaching & Training. Her team includes psychologists and academics, who distil the latest research into practical strategies to improve pupil outcomes. Thesan provides bespoke, cost-effective CPD for teachers and school leaders as well as pupil workshops and parent seminars. https://thesancoachingandtraining.com/ Memory Clock Graphic: Creaby C, Mouncey K and Roskilly K (2018) Learning to learn: Using evidence to enhance knowledge retention and outcomes. Impact 2: 28-29.reproduced with permission of the Chartered College of Teaching. P A G E 4 2 | I S S U E 4 | I N N O V A T E D | S P R I N G 2 0 2 0
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innovatED Magazine - Issue 4 - Spring 2020

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