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Effective Learning Strategies
Purpose of this workshop
To build stronger links between home and school to help your child learn more
effectively when completing home learning and or revision using research
proven effective ‘Effective Learning Strategies’ to develop your child's
Metacognition and Self Regulated Learning
The repetition of these strategies both in school and at home can improve
student learning and overall academic attainment
Evidence
★ The Education Endowment Foundation (EEF) suggest that:
★ Completing Home Learning can result in your child making 5
months accelerated progress
★ Developing Metacognition and Self-Regulated Learning can
result in your child making 7 months accelerated progress
★ EEF Teaching & Learning Toolkit
What is an Effective learning activity?
Effective
Quizzing
Testing - multiple choice, short answers
and long answers
Comprehension activities
Mind maps / spider diagrams
Flash cards
Acronyms & mnemonics
Not Effective
Re-reading textbooks
Highlighting information
Reviewing notes
Cramming
These focus on getting information ‘in’
rather than getting information ‘out’
The importance of vocabulary and reading ‘Vocabulary size is proxy for a whole range of educational attainments and abilities
- not just skill in reading, writing, listening and speaking, but also general knowledge of science, history and the arts’
A wealth of words, by E.D. Hirsch Jr
‘Students need to develop a word hoard of 50,000 words to thrive in school and beyond’
Closing the Vocabulary Gap, by Alex Quigley
You can really help your child with this by reading with them at home.
Supporting understanding during readingStrategy 1: Breaking up the text during reading for timely questioning to check comprehension building towards questioning for inference
How does this support what we already know about_______?
How does this extend what we know about _______?
How does this challenge what we know about________?
Supporting understanding during readingStrategy 2: fostering reading resilience
Developing strong active reading habits by introducing a ‘Who, What, Where, When’ annotation strategy:
Write who, what, where, when at the bottom of a page.
List facts and inferences under these headings.
Number new characters.
Join related or contrasting ideas with arrows.
Place question marks next to unsecure inferences (and removing if the inference is
supported by further evidence).
Re-read the text to search for missing or incomplete information.
Evidence Informed Learning strategies
Please refer to page 30-36 in your child's planner for more informationLearning Scientists Website
Spaced Practice
Spaced Practice
How can you help with Planning (Spaced Practice)?
★ Help your child plan out a study schedule and stick to it○ Children in years 7-9 can spend time reading or doing activities from school
○ Children in years 10 -13 might self direct the review of material presented during school to reinforce
learning
★ Encourage your child to revisit old topics○ Repetition is important, but repetition is most effective when the presentation of information is
spaced over time
○ Your child must revisit older information in addition to going over recently learned information
○ When your child is completing home learning ask them how it relates to information learnt previously
(Interleaving)
○ This allows your child to see the similarities and differences between topics
How can you help with Planning (Spaced Practice)?
★ Take advantage of homework○ Homework encourages long term learning by giving your children the opportunity to practice what
they have learned at school
○ Responding to feedback on homework allows your child to further develop their understanding of a
topic and turn mistakes into learning experiences
★ Make sure your child gets enough sleep○ Spacing practice out over a period of time can help alleviate the the need for students to stay up late
studying before tests.
○ Sleeping more makes spaced practice more effective - and they will remember more of the material
studied
Elaboration
Elaboration
Elaboration
How can you help your child develop the skill of
Elaboration?
★ Encourage your child to elaborate by asking how what they have learned in school
applies to their everyday experiences○ Ask “how” and “why” questions about the way things around you work
★ If your child is working on a problem solving task, such as in maths or science, ask
them to describe what they are doing at each step (Use the Elthorne R.O.S.E)○ This will help your child to see where they are going wrong, but more importantly, it will help them
understand the process better
Concrete
Examples
Concrete
Examples
How can you help your child develop their own Concrete Examples?
★ Point out concrete examples in your environment that might relate to what your
child is studying at school
★ Refer to your child's ‘Year Ahead booklet’ to find an overview of the topics they
are studying this year - this can be a good basis for the concrete examples you
point out
★ By asking your child about what they are learning in school you are also helping
them with retrieval practice while they are telling you!
Dual Coding
Dual Coding
How can you help your child develop the skills of Dual Coding?
★ Help your child represent the concepts they are learning both visually and verbally,
using simple sketches and explanations
★ If your child is reading material with pictures or visuals get them to stop reading
and explain how the picture relates to the words○ If you come across a picture that might be relevant to what your child is studying, save it and have a
conversation about it with your child.
★ Demonstrate to your children that artistic proficiency in not necessary for
depicting things visually; show them how a rough sketch can illustrate a concept○ Perhaps take turns drawing and describing concepts with your child, making it into a game!
Examples of
how to present
information
visually
E.g. infographics, timelines,
cartoon strips, labelling
diagrams and graphic
organisers
Retrieval Practice
Retrieval Practice
Retrieval Practice
How can you help your child with Reinforcement (Retrieval Practice)
★ Ask your child what they learned in school that day○ Encourage your child to describe and explain the information from memory - this is helping them
practice retrieval and reinforce what they have learned.
★ Encourage spaced retrieval practice (2 of the most powerful learning strategies)○ When your child is doing their homework, ask them how it related to what they have learned earlier in
the school year (or even previous years), and encourage them to to think back to previous information
to come up with their answer
○ This also encourages interleaving (switching between different concepts - which can help students
learn to distinguish between different ideas.
How can you help your child with Reinforcement (Retrieval Practice)?
★ What if you are having trouble encouraging your child to use spaced practice
retrieval through homework?○ Encourage them to write out what they already know on a blank piece of paper
○ Help them make flash cards, mind maps
○ Help them make their own questions for retrieval practice
○ Practice exam questions using past past papers
○ Use apps like PiXL or SENECA to support the development of retrieval practice
○ Ask your child’s teacher for resources that your child can use the additional retrieval practice
★ Make sure that your child is actively bringing information they have learned to
memory○ These activities may need to be adjusted if it is too easy or too difficult for your child
Word Webs
Mind Maps, Flash Cards & Revision Clocks
1. REVIEWUsing your notes and the textbook complete a Revision Clock on the 6 methods of training, making sure to outline keywords and content related to each method, including, identifying sporting examples for each method.
2. PRACTICETest yourself by closing your textbook and notes. Answer the following question without looking at your revision clock:
With reference to a named sporting activity, outline what plyometric and fartlek training are, and justify why they are relevant to performers in that activity. (9 marks)
3. CHECKTurn over your revision clock and use a green pen to add any missing information from your exam question to your answer. Now compare your answer to the exemplar and the mark scheme. Further improve your essay by annotating it and extending it.
GCSE PE: Methods of training
Other good ways to develop retrieval practice
KWL Charts
Allows you to assess what you Know, Want to know and have Learned about a particular
topic before and after you have engaged with it.
Timelines Frayer Model Storyboards Mind maps
8 ways to make better flash cards - Promote active recall
Make your own flashcards, mix visuals with words, use mnemonic devices, one question
or fact on each flash card, break complex topics into a simple questions, say your answers
out loud when you are studying the flash card, study the card from both sides, make sure
to revisit the content on the flash cards regularly
PiXL AppsAll students has access to the Maths, English, Geography, History and Times Tables apps.
In google, type in PiXL ‘subject’ app (for example PiXL maths app).
STUDENT login for all apps:
· EP4313· first initial and surname· pixl (lowercase)
Top Tips for Parents / Carers
Spacing Elaboration Concrete examples Visuals Retrieval
At the start of a school year, or each
term, help your child plan a study schedule and help
them stick to it throughout the
year.
When your child is doing their home
learning, ask them how things they are learning now relate to things they have learnt earlier in the
year.
Try to point out concrete examples
in your environment that
might relate to what your child is
studying at school.
Help your child represent the
concepts they are learning both
visually and verbally using simple sketches and explanations.
Encourage your child to describe
and explain information from
their memory. This helps them practice
retrieval and reinforce what they
have learned.
Breaking information into manageable chunks
Try to study a subject for no more than 45 minutes at a time. Make sure to break the
subject into topics
Have a 10-15 minute break before studying again
To embed knowledge
into our long term
memory we much
revisit information at
least 3 times in 3
different ways
Next Workshops
Date Focus Time
Wednesday the 7th of
November
Supporting your child before and during exam
periods (Repeat)
6pm – 7pm
Thursday the 15th of November Effective revision strategies (Repeat) 12pm – 1pm
Feedback
Thank you very much for your time this evening
Please can take a couple of moments to complete our parent / carer survey
Further Reading
Metacognition and Self Regulated Learning Guidance Report
Strengthening the Student Toolbox Study Strategies to Boost Learning
Learning Scientists Website
Retrieval Practice guide
http://www.learningscientists.org/blog/2016/6/23-1
