23 Apr 2025
Oh there’s a bunch!
I’d strongly recommend the following:
1. Powerful Teaching by @RetrieveLearn and @PatriceBain1
2. Cultural Literacy by E.D. Hirsch
3. Motivated Teaching by @PepsMccrea
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16 Jan 2025
Quite a few but the most formal sources have been @KateJones_teach “Retrieval Practice: Resources and Research for Every Classroom”, @RetrieveLearn and @PatriceBain1 “Powerful Teaching: Unleash the Science of Learning”, and @effortfuleduktr has great blogs on the subject.
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11 Jan 2025
Amazing! “How Learning Happens” is on our PLCs potential reading list. I’d love to read it soon. Meeting frequently can be challenging for us too. We’ve created a few digital structures we use to collaborate on the readings and classroom trials between face to face meetings.
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11 Jan 2025
This is incredible. Love it. Doing the work to spread the good word. Kudos, sir.
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11 Jan 2025
This! It’s a work in progress at my school. I started a science of learning focused book club style PLC this year. We are currently reading @PatriceBain1 @PoojaAgarwal “Powerful Teaching”. We are conducting classroom trials and meeting quarterly to discuss experiences.
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11 Jan 2025
Haha. I hear stuff like that, too. When I think about it, though, think about how much more powerful these brain conversations would be if other teachers knew and spoke about it like we do.
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11 Jan 2025
You gotta really normalize errors as part of the learning process.
I bet you already are :)
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11 Jan 2025
A student even asked me the other day why I didn’t become a psychologist instead of a teacher with how much I talk about how the brain works. 😂
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11 Jan 2025
Definitely see that mindset a lot in students. The taught behavior to shy away from productive struggle because it’s all about the right answer every time has been ingrained in them year over year with little opportunity to learn and grow.
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11 Jan 2025
Sounds like that process helps me achieve “desirable difficulties” during RP. Love it!
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11 Jan 2025
once you receive feedback of the correct answer, you are more likely to get it correct the next RP opportunity of this information.
Then, at the end of class, ask those exact questions again. I'd bet many more students will get the general and stats questions correct.
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11 Jan 2025
So, I agree with everything that's already been said. Just to offer something maybe a little different:
Ask the general and specific stats questions during RP. Allow for a little frustration from those students. Point out to them that even if you attempt and get it wrong,
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11 Jan 2025
Thanks for talking through this with me on a Saturday morning! It was very beneficial.
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11 Jan 2025
Ps they are fortunate to have a teacher this thoughtful about their learning.
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11 Jan 2025
I’d point that out!
Offer response examples and discuss why one misses the mark!
It might not be a recall issue- might be an issue of understanding, which would mean you have more work to do before recall expectations.
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11 Jan 2025
Love elaboration! One RP strategy I use is to give them a claim (e.g., Climate change affects wildfires.) then Ss supply the evidence in the form of statistics. Maybe I could flip that when wanting them to recall more broadly. Give them the evidence and they form the claim.
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11 Jan 2025
Ahh. Okay.
So what information do you want to leave them with? In this case it’s not the actual stats but the trends that you’re emphasizing. Elaboration would work well in this instance as a RP strat.
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11 Jan 2025
Very helpful! For context, we had a lesson on wildfires and climate change in response to events in California. I presented Ss with several statistics. When doing RP the next day several Ss were hyperfocused on trying to recall the exact statistics in lieu of the broad trends.
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11 Jan 2025
So without more context I’d say that the broad generalizations probably form from knowing the more finite, specific info. Once that is automatized, they should be able to synthesize. Both potentially appropriate for RP, but one builds on the other. Make sense?
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