Thread by @SaysMiss

What does ‘Learning vs Performance’ mean for teachers and students? @InspiredLearn_ ⬇️ #rEDSurrey22

Underpinned by Dunlovsky et al., @InspiredLearn_ warns us against being lured by beautiful highlighting as an indicator of effective study #rEDSurrey22

If practice testing and spaced practice are most effective strategies, why are students not using these as often as we might hope? #rEDSurrey22

Distinguishing between learning and performance makes sense of why much of what we see in the classroom is superficial.

Important to consider that much of what we see are temporary fluctuations of knowledge acquisition. ‘Short term performance is a poor proxy for long term learning.’ #rEDSurrey22

BUT learning is not visible, whilst performance is visible. From performance, we infer learning.

Actually, rather than L vs P, one can lead to inferences made about the other. These are not binary terms.

Performance correctly and consistently is more likely to be an indicator of learning. It means we need to think carefully about the design of assessment and that it is fit for purpose. #rEDSurrey22

(As an aside, if you ever get to see @InspiredLearn_ deliver, really recommend. From a PD design aspect, this is a masterclass: how to establish shared language, non examples and examples and drawing out implications for the theory). #rEDSurrey22

Drawing on the words of @Nick_J_Rose , @InspiredLearn_ outlines the importance of allowing pupils to forget (we might avoid doing this, because the performative feels more comforting, but it’s superficial and not sustained) #rEDSurrey22

It is likely no such thing as an optimal gap that would cater for all pupils. We can only really cater for the most and this is a key limitation of distributed practice. Making learning effortful is important, but practically, very difficult to do x30 when prior knowledge is..

SUCH a variable. #rEDSurrey22

Interleaving can aid conceptual understanding. It forces pupils to discriminate and not just apply a method. @InspiredLearn_ #rEDSurrey22

Reintroducing old ideas when teaching related new ideas is key here (I have had LOTS of conversations with ECTs about making connections across content with pupils this week. It’s a really underrated tool IMO). #rEDSurrey22

Interleaving is more likely to lead to pupils making mistakes, but this provides pupils with the opp to explain the mistake and the concept that underpins it. #rEDSurrey22 (succinct task design is critical here)

Mixing up between disciplines is best avoided - but really helpful for making out distinction of concepts that pupils mix up. #rEDSurrey22

So why do pupils pick ineffective strategies? (A little controversial: is this the same reason we inadvertently choose ineffective teaching strategies that encourage performance?) #rEDSurrey22