Connecting research on learning and the brain:metacognition (‘knowing about knowing‘)executive functions‘ (the ability to self-regulate: make plans, track your own progress and recall prior knowledge etc.)Harnessing the attitude of a ‘growth mindset’ in our students (and, crucially, our teachers!). The most important aspect is the tangible details in practice. Using words like ‘yet‘ are tiny, but they can have a cumulative impact upon how a student approaches their learning – their executive functioning can be strengthened if their attitude is resilient.Adapting written and verbal feedback can make lots of marginal gains in terms of enhancing metacognition and therefore it can improve learning.effective revision strategies according to research studies here.Assessment for Learning...impact of testing (not necessarily a formal exam each time – but quizzes or a retrieval task – like creating a visual map of what they have learnt during the week can also constitute ‘testing‘) does make a tangible difference to learning – see here. Our rightly held reservations about external school tests shouldn’t cloud our attitude to utilising testing for learning in the classroom.
Via Mel Riddile