"The importance of corrective feedback and elaborative questioning is an important tool in the armoury of a teacher."
Part 5: Elaborative questioning and CRM
Author: sirwindsorteaches
An Ancient World fanatic, including History and Ancient Languages.
Specialise in Key Stage 4 Ancient History and Latin but teach a range of subjects such as Classic Civilisations, Geography, History, Philosophy and Ethics, PSHE
Part 4: Corrective Feedback – pitchin’ it right
'We ended splitting the last, rather long post, into two. The first part mapping the thinking, assigning responsibility upon the broad shoulders of teachers to protect and preserve learner confidence. The split - then sharing the practical and reflective views of Ben in his classroom.'
Part 3: Corrective Feedback with CRM
Two parts psychological security (the correct answer is always provided) + one part student agency (self-marking and correction) + one part low stakes (retrieval not assessment) = Deadpool Effect.
Part 2: Why Successive Relearning (SR)
If you're just tuning in now, you will probably need context for this part. Find it here Capturing the climate shift? There is no doubt, both Ben and I find the quiet of Successive Relearning a little disconcerting. We are, by agreement, noisy teachers and yet we see the benefit of personal, focused, thinking-hard, self-paced, … Continue reading Part 2: Why Successive Relearning (SR)
Part 1: Why Successive Relearning (SR) – Socrates was right!
Using RememberMore and Successive Relearning in the Classroom As with Meno's boy, our students are finding that Successively Relearning (SR) past information provides benefits to the working memory, which freeing up the cognitive effort it takes to remember for higher level thought. For the context of this post, see previous posts here "It has been … Continue reading Part 1: Why Successive Relearning (SR) – Socrates was right!
RememberMore and Successive Relearning (SR) in the Latin Classroom
"The RememberMore system makes use of Successive Relearning in order to achieve a high level of success with knowledge that is required to be successful."
What can Socrates teach us about cognitive science? (Pt. 3)
We discuss Socrates' prophetic use of Cognitive Scientific principles, their CogSci backing, and what we can take and apply in our own classrooms.
What else can Socrates teach us about Cognitive science? (Pt.4)
What can Socrates teach us about Cognitive Science? (Pt. 4) How is Deadpool involved? How can I utilise his namesake effect?
What can Socrates teach us about cognitive science? (Pt. 2)
For the historical backing and considerations that contextualise this discussion - check out part 1! The Myth of Meno, and Meno's house-boy Socrates, or rather Plato’s version of Socrates, relates the story of the slave-boy during his discussion with Meno on virtue. The discussion has taken a left-turn and has evolved into talking about learning. … Continue reading What can Socrates teach us about cognitive science? (Pt. 2)
Opening Pandora’s Box: The Case for Classics on Secondary School Curricula.
A Classic(s) Dilemma Why should we look to preserve and amplify Classics as a subject on all secondary school curricula, why is it useful, and what are some of the intrinsic problems involved in trying to implement or preserve Classics in schools? The video below was produced for @BrewEdCleethorpes on the topics above! Leave your … Continue reading Opening Pandora’s Box: The Case for Classics on Secondary School Curricula.
The Ursine Classicist 