Slides from the FE Showcase at Derby University (21/04/18)

1. Planning for Progress
or ‘what I learned from Söderström and Björk’
#FEShowcase18 University of Derby
@MikeTylerSport

2. What is Progress?
Progress is movement from knowing less to knowing more.
Most progress is made where the conditions best facilitate learning. Therefore…
"The primary goal of instruction should be to facilitate long-term learning—that is, to
create relatively permanent changes in comprehension, understanding, and skills of
the types that will support long-term retention and transfer."
Soderstrom & Bjork 2015, 176

3. How best to plan for learning?
I have three lessons for my students to make progress in three skills areas.
I want to ‘facilitate long-term learning’. I want to maximise their retention.
So, what have I learned from Söderström and Björk?
Pass Shoot Dribble

4. Interrupt their forgetting
Source: https://www.wranx.com/learning

5. Application
More interruption of forgetting
Distributed Practice*
Interleaving
Recap Quizzes
Less interruption of forgetting
Massed Practice
Plenaries*
Cramming

6. Which is better?
Group One
Massed Practice
Group Two
Distributed Practice
Lesson One
Lesson Two
Lesson Three

7. What about plenaries?
Group One
Massed Practice
Group Two
Distributed Practice
Lesson One
Lesson Two
Lesson Three

8. The Problem with Plenaries*
Timing: Too close to the 'acquisition process’.
Tempting: Feels like it shows in-lesson progress.
Twisted: May actually hinder learning.

9. References
Christodoulou, D. (2016) Making Good Progress? Oxford University Press, Oxford.
Soderstrom, N.C. & Bjork, R.A. (2015) Learning Versus Performance: An Integrative
Review. Perspectives on Psychological Science, 10(2), 176–199.