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Planning for Progress

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

Published in: Education
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Planning for Progress

  1. 1. Planning for Progress or ‘what I learned from Söderström and Björk’ #FEShowcase18 University of Derby @MikeTylerSport
  2. 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. 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. 4. Interrupt their forgetting Source: https://www.wranx.com/learning
  5. 5. Application More interruption of forgetting Distributed Practice* Interleaving Recap Quizzes Less interruption of forgetting Massed Practice Plenaries* Cramming
  6. 6. Which is better? Group One Massed Practice Group Two Distributed Practice Lesson One Lesson Two Lesson Three
  7. 7. What about plenaries? Group One Massed Practice Group Two Distributed Practice Lesson One Lesson Two Lesson Three
  8. 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. 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.

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