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Sandagogy

Caroline Creaby

Reflections on quizzing and using the Memory Clock

I have been teaching a group of Year 12 A Level Business students this year, teaching them Theme 1: Marketing and People (Edexcel).  In a bid to support my students to remember all aspects of the course, I have been setting short low-stakes quizzes to enable students to test themselves on past topics we have studied since September.  Examples of quizzes are here and the tracker students are using the record the outcomes of the quizzes is 

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  • Calling time on ineffective revision practices

    At Sandringham School, we have developed a Memory Clock, a new evidence-informed guide to revision for our students and parents.  Over the last few years, a large number of teachers in school have been influenced by research evidence which has identified the positive impact that low-stakes testing, spacing and interleaving can have on students’ knowledge retention (for example here) .  Accordingly, they have been working on developing in-class approaches to support practice in this area.  However, it is apparent to several teachers and those I work closely with in the Sixth Form that, when left to their own devices, many students lack knowledge

    Reflections on being a school research lead

    If you haven't read Tom Bennett's new paper* on being a research lead then you really must.  In it, he draws together emerging features of this role and provides clear and useful ideas for how a teacher might inhabit this role in their school. About 18 months ago, Tom asked me to write about how this role was being carved out at Sandringham School and he graciously included my thoughts as a case study for this paper.  Reading my reflections some time on has reminded me of how much the role has changed in my school since then.  

    Evidence for the Frontline Conference - June 17th 2016

    On Thursday 16th June, the Evidence for the Frontline Conference took place at the UCL Knowledge Lab in London.

    As you will see from the programme below, we had an impressive line-up of speakers and many opportunities for teachers and researchers to discuss how to mobilise research, such that it could have a real impact in classrooms.  This blog post captures the events of the day, including discussions and presentations.

    Organising knowledge

    I have had the pleasure with working with a new teacher in my department, Caroline Hurley.  Over the last few weeks, she has come to see me teach and has asked some really insightful questions which have got me thinking.  Skilfully, her questions have helped me articulate my approach to supporting students manage what they need to know for economics.

    Think Tank: Developing teaching and learning with Carl Hendrick

    On March 25th, the Think Tank met to discuss teaching and learning at Sandringham School.  I suppose we are at a bit of a crossroads, trying to get to grips with what are the most effective aspects of teaching.

    A new revision and testing regime!

    Today I started a new system of testing for my Year 13 Business and Economics students in a bid to sharpen their knowledge and exam technique for their A2 paper.  Simply, the system involves students sitting two exam questions in exam conditions each lesson between now and their exam.

    Connecting teachers and researchers #rEDCamb 2015

    On Saturday 14th March, Jonathan Sharples and I gave a presentation at a researchED Research Leads event at Cambridge University. Our intended focus was to explain the value of connecting teachers with researchers, from a researcher and teacher perspective, and to outline a new service that aims to facilitate more connections on a national scale.

    Think Tank: Feedback with Professor Steve Higgins

    After school on December 1st, 10 teachers from Sandringham School facetimed Dr Steve Higgins, Professor of Education at Durham University, to learn more about maximising the impact of our feedback on learners’ progress.  This blog post aims to capture the essence of the discussion and below are a series of questions and summaries of responses from Professor Higgins.

    Supporting teaching and learning in Portugal

    On May 23rd – 24th, Abbie Tucker and I were amongst 14 delegates from Hertfordshire who supported a two-day conference of the Teachers Exercising Leadership (TEL) project developed by HertsCam and the University of Minho in Braga, Portugal.  The TEL project has been developing since 2008 when Dr Maria Assuncao Flores, University of Minho, visited HertsCam in the UK to learn about effective ways of supporting teachers to lead change.  The TEL project operates in a similar

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