Mind-mapping was popularised by Tony Buzan, a psychologist and brain scientist, as a technique that engages both sides of the brain to increase memory retention and productivity, (Buzan, 1976; Buzan, 1993). Naturally, it has its critics, especially since the demise of learning styles and the debunking of the idea that individuals rely on left or right hemisphere. However, thereContinue reading “Why students should map the GCSE poetry anthology, and how. Memory Strategy 5 in series.”
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Retrieval doesn’t always have to mean a test.
Flashcard activities may challenge the busy teacher’s capacity for forward planning; they may be a faff to count out and then to count back in again; they may even test our good relations with colleagues in repro. BUT, they are worth the hassle. That’s one of the takeaway messages from Benedict Carey’s excellent How WeContinue reading “Retrieval doesn’t always have to mean a test.”
Top class critical appreciation meets T20 Cricket – Memory Strategy 3, Part 2
“Her eyes twinkled, like the moustache of a man with a cold.” “Their love burned with the fiery intensity of a urinary tract infection.” “She grew on him like she was a colony of E coli and he was room temperature Canadian beef.” These ‘Actual Analogies Used by Students in English Essays’ might not be authentic but theyContinue reading “Top class critical appreciation meets T20 Cricket – Memory Strategy 3, Part 2”
Promoting #growthmindset, strengthening memory and preparing for the GCSE anthology paper – Strategy 2
I wrote here about why I think that drawing on Booth’s evidence-based ‘Memory Magic’ strategies to teach GCSE anthology poetry is an important idea. Progress 8 means that students of all ability will be entered for English Literature. Further, they will sit a closed book exam. Recall is therefore going to be crucial and Booth’s interventionContinue reading “Promoting #growthmindset, strengthening memory and preparing for the GCSE anthology paper – Strategy 2”