As a result, she focussed on the use of Ankiapp, which is a desktop flashcard app. However, it was also important for Phoebe to use a strategy with her students, that they were engaged by and would therefore ‘buy into’. The Learning Scientists include retrieval practice as one of their ‘Six Strategies for Effective Learning’ and identify flashcards as one effective tool. There is strong evidence to state that reviewing knowledge and retrieval practice are effective learning strategies. Importantly, however Ebbinghaus also identifies that reviewing ‘chunks’ of knowledge at regularly spaced intervals will result in an increased amount of that knowledge being retained by the student. This is supported by Ebbinghaus’ Forgetting Curve which reflects how much knowledge is ‘lost’ by a student as time elapses. As a result, the ability of her students to recall knowledge became of paramount importance for Phoebe. ![]() Even when students had to apply their knowledge, they were still required to recall sections of knowledge before then applying them to the question. As Phoebe stated, the 2015 Science GCSE exams included 47-53% of questions which were purely based upon knowledge recall. In addition, as Science (and other GCSEs) move towards a purely linear, terminal exam the amount of content has increased. The basis of Phoebe’s research was concentrated on the premise that ‘students don’t remember anything that we (as teachers) have taught them’. ![]() This was completed in conjunction with Brian Marsh at the University of Brighton and was one of a series of evidence-based research projects run at Durrington High School. Last year Phoebe was in her second year as a teacher and completed a Research Innovation Project. The 15 Minute Forum returned tonight and was led by Science teacher Phoebe Bence.
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