Why is it that students seem to forget what we have taught them?
Despite our best efforts to engage, stimulate and motivate students, they don’t seem to retain things for long. Teachers often feel they have been successful in teaching new content, where students have understood new concepts, knowledge and vocabulary. However, what teachers actually find is that students have little knowledge or recollection of the content in subsequent lessons.
This fascinating course aimed at supporting pupils’ retention of key knowledge and skills – a key focus of the OFSTED Inspection Framework. As part of the Deep Dive process, inspectors will closely examine how:
- Teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently
- The subject curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory
- How the curriculum is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points
This course covers:
- How to develop your curriculum to provide opportunities for recall, retrieval and repetition
- Short-term and long-term memory – theories and research
- The importance of building schemata through a well-planned curriculum
- Understanding the neuroscience involved in learning
- The importance of Tier 2 and Tier 3 vocabulary in developing schemata
- Questioning and metacognition
- Practical ways to develop pedagogy – classroom activities
The training covers the six cognitive strategies associated with supporting long-term memory and considers how best to support these strategies in teachers’ day-to-day practice, with practical ways of applying these strategies and how they should be used in planning to develop a dynamic and exciting curriculum.
This course is suitable for:
- Senior leaders
- Subject leaders