24 Feb 2018

Calling time on ineffective revision

Calling time on ineffective revision

This week, the Chartered College of Teaching publishes the next volume of Impact, its termly peer reviewed journal. The theme of the issue is the science of learning and has been guest-edited by neuroscientist Professor Sarah-Jayne Blakemore. With the support of Wellcome, a copy will not only be available to members but also sent to every school in the UK.

At Sandringham Research School, we’re really excited to get our hands on a copy. The issue is packed-full of articles about promising research and practical ideas about how to translate findings to the classroom. Furthermore, Sandringham’s Research Leads Kate Mouncey, Karen Roskilly and I wrote an article which features in the journal. The article focuses on the Memory Clock, a model we developed for students to help them revise more effectively. We developed this using research from the science of learning and our article explains how it works and how we have used this tool in school.

Memory Clock Pic

The article explains how it works but for those interested in a more detailed description of the different stages of the model, you can download an information leaflet we created for students and parents here: Sandringham Memory Clock – leaflet

Furthermore, the following download includes subject-specific examples of how the Memory Clock could be used in practice: Sandringham Memory Clock – Subject examples

Due to the article word limit, we weren’t able to fully recognise the support we received when developing the model and so I want to take the opportunity to recognise and thank those involved here. Critical in the process of development were Sandringham teachers Katie Wills and our then colleague Richard Found. Thanks to the power of networks and social media, we were able to ask the opinions of teachers I knew were engaging in similar work in other schools. Thanks to Gavin Simpson, Sian Jays, Alex Quigley and Dawn Cox for their helpful feedback and suggestions. We are also indebted to the following people who shared their expertise to help refine the model further: Professor John Dunlosky, Associate Professor Yana Weinstein-Jones, Dr Pooja Agarwal, Lia Commissar and Harry Fletcher-Wood.