We may feel like we’ve done ‘effective revision strategies’ to death… but the kids still aren’t doing them folks www.mdpi.com/2227-7102/15... - ThreadSky

mikehobbiss.bsky.social • 40 days ago

We may feel like we’ve done ‘effective revision strategies’ to death… but the kids still aren’t doing them folks

https://www.mdpi.com/2227-7102/15/1/101

Comments

mrbates.bsky.social•40 days ago

Also, each of the named strategies could easily be equally ineffective to an individual. Mind mapping is a good example. If a pupil looked at a topic with a list of titles and subtitles and then radiated these around the center, this is no more effective or active than copying.

mrbates.bsky.social•40 days ago

It takes around 3-4 months of specific practice of making and repeated retesting of retrieval activities for 50% of the pupils to start to appreciate its effectiveness. We are battling against the multiple psychological barriers which come together to form the misinterpreted effort hypothesis.

mrbates.bsky.social•40 days ago

Just explaining is totally ineffective at overcoming the barriers to adopting effective study strategies. The strategies must be built into daily routines at school & each specific activity must be regularly retested for the experience of success to start to establish a belief in the strategies.

mrbates.bsky.social•40 days ago

and this is just in reference to the most basic of effective study strategies which is repeated retrieval practice. All other revision strategies are even more difficult to convince pupils to habitualise.

agittner.bsky.social•40 days ago

Perfect timing, I am leading a session on metacog as part of ITE for @sheffieldSCITT tomorrow. This has certainly been my experience. Though I think sometimes as it is just another piece of learning they don't see the relevance until the cold eye of the exam is upon them in Feb Y11 then it's 2 late

mikehobbiss.bsky.social•40 days ago

I’m fairly persuaded by the argument of the ‘kbcp’ framework - that we do quite a lot of work with students on the knowledge, but far less on creating an environment where they are able to see the success of their actions https://journals.sagepub.com/doi/10.1177/1745691620920723

mrbates.bsky.social•40 days ago

yes, the main intial goal must be to build routines that regularly and repeatedly confront the learner with the successes of using that particular effective learning strategy.

agittner.bsky.social•40 days ago

That is also borne out in the metacog training from the Research School network. Students need help with the cognition of knowing what to do, but importantly they need help with the motivation and self regulation to put it into practice (and also to self-evaluate if it is working well for them)

mrbates.bsky.social•40 days ago

The thing is the cognition of knowing what to do when it comes to retrieval practice is very very simple - test yourself - find questions; make questions and test yourself.

And spaced practice is very simple too - test yourself again later on.

The issue is the psychological barriers.

mikehobbiss.bsky.social•40 days ago

… and the fact that it’s very difficult to attribute success in learning to any one variable or approach… unless we cue them to what’s going on (and possibly set up rigged trials to ‘demonstrate’ its effectiveness!)

mrbates.bsky.social•40 days ago

in general yes, but if this is the goal we can ask them to use reusable testable activities that has specific content (Qs and As). Then they retest themselves, a week later, a few weeks later etc. after a few months of doing this their belief in the startegy's efficacy builds as the evidence builds.

ahamill.bsky.social•40 days ago

The approach I take is lots of in class retrieval where I explicitly & consistently narrate the success the pupils feel, linking it to the method we've just used. They've got to feel the benefits over time to overcome those psychological barriers.

ahamill.bsky.social•40 days ago

The KBCP model has been central to how I've been persuading pupils to choose effective methods in their independent work. Knowledge is necessary but not sufficient & the BCP elements allow other levers to be pulled in my acts of persuasion!

paulclinepsy.bsky.social•40 days ago

I've often cited older research (Karpicke et al, 2008) when making this point and have wondered if, given the massive increase in interest/discussion etc around eg retrieval, this finding would still stand... disappointing that it does!

mikehobbiss.bsky.social•40 days ago

It’s the curse of knowledge (and availability bias) I guess. Maybe that ‘massive increase’ isn’t as massive as we thought?

paulclinepsy.bsky.social•40 days ago

Yeah, I guess there's a problem with sampling bias on here / X or even TeacherTapp (which I'm sure has reported increasing trends of things like RP being used)

Or maybe it's just Wales 😂 (*ducks*)

paulclinepsy.bsky.social•40 days ago

Confused by this though:
"The results indicated that the learning strategies students ranked as more effective were lower utility strategies"

If I've interpreted data correctly, rankings of effectiveness were fairly even across strategies (apart from interleaving)

mikehobbiss.bsky.social•40 days ago

Yes agree that’s an odd claim given that data and the lack of any stats test as far as I can see.

cmooreanderson.bsky.social•40 days ago

You can lead a horse to water...

mikehobbiss.bsky.social•40 days ago

I’m not sure well do do actually lead them to water though. I think we often tell them about a water source a few miles away and give them a rough map…! 😂 https://bsky.app/profile/mikehobbiss.bsky.social/post/3lgasx3eyhk2g

jac-wac.bsky.social•39 days ago

Not overly surprised when delving a bit deeper. Students are 14-15 years old and 40% of them do less than an hour of study on science per week, outside of lessons.
I don't think their understanding of how they learn is that well developed yet at that age.

Comments

Posting Rules

Reply