Teaching and Learning
All teachers teach highly effective lessons enabling all students:
- to be excellent learners
- to be self-motivated, resilient and articulate
- to fulfil their potential
At King Charles I School teachers have high expectations and demonstrate excellent relationships with students establishing clear routines and boundaries that focus and shape learning behaviours.
Please click the links below for the following information:
- Highly Effective Teaching at King Charles I School
- How to Learn
- Quizzing Guidance
- Cornell Notes Guidance
- Flash Card Guidance
The curriculum that your son/daughter is now following is knowledge based and the examinations that they will be take will be at the end of their course. With these changes it has become increasingly important for your son/daughter to complete learning homework on a regular basis. Using the right strategies when learning and revising is essential and a group of educational researchers, called the Learning Scientists, have identified 6 key strategies that are proven by science to improve learning. These strategies are:
- Spaced Practice
- Dual coding
- Concrete examples
During this term we will be teaching students how to use these strategies in order to support them when learning and revising. Please click on the link below to read about the different strategies and how to use them.
You can support your son/daughter by talking to them about these strategies and helping them to put them into practice when completing learning homework and revising for tests.
For further information, please click on the link below:
The link will take you to the Learning Scientists website where you will find articles and research about how best to support your son/daughter with their learning.
Quizzing guidance for students
Quizzing is designed to help you develop the skills needed to be an effective learner. It is an effective revision strategy; it instructs you how to chunk, memorize and recall key elements of learning. This method is extremely useful especially as the new GCSE specifications require an even stronger command of subject-knowledge. Quizzing means that you can revise and master information at home. By ensuring that information is memorized over a longer period of time, rather than in an intense revision session just before an exam, you are developing your ability to retain and effectively recall the knowledge you need to pass exams. Cramming is not an effective tool and it can lead to increased anxiety. Quizzing will hugely reduce the pressure of exams as your learning is spread over the years. This method of revision is commonly used by university students as it has proven to be the most beneficial.
Remember, you get what you put in, Quizzing is a vital tool that you must use to your advantage to help you learn. If you do not complete the quizzing to the best of your ability, you are wasting an opportunity.
Read a specific section, cover it, write out what you can remember, check and correct any mistakes and repeat.
Using your knowledge organiser or your notes, complete the following steps:
- Chunk it: Look at what you have been asked to learn. Can you organise the content into smaller sections? Doing this will prevent it from overwhelming you.
- Memorise the section: Repeat it to yourself or write it out (use scrap paper) from memory increasing the amount each time over and over again until you cannot get it wrong. You could also get someone in your family to quiz you.
- Cover it up: Cover up the section you are learning. This really gets your brain to work hard which makes it more likely to stick in the long term.
- Write it out: Write out what you can remember. Do not look back at your knowledge organiser even if you are struggling, instead engage and challenge your brain.
- Check it: Once you have written what you can, refer back to your knowledge organiser and check and correct your work in a different colour pen.
- Repeat: Repeat the steps and this time focus on the words/sections that you got wrong. Remember you should be quizzing yourself for about 30 minutes for it to be worthwhile.
Once you have completed 30 minutes, stop. If you have another subject to quiz for then do that, if not have a break. The next time you try to remember what you have learnt, you will need to think hard and it is this thinking hard that will help you to strengthen your memory and help you to remember the knowledge for longer.
These are examples of what quizzing should look like:
Cornell note taking guidance for students
There are many different ways of taking notes, however, the Cornell note taking technique is proven to be one of the most effective. Research shows using Cornell notes make it easier to organise and review notes when learning, making it the perfect tool for exam preparation. Cornell note taking is a way to use the work you have in your class book alongside the knowledge organisers to condense and summarise key knowledge so you can use the notes when revising for tests and exams.
When making Cornell notes you are reflecting upon the knowledge and summarising it in your own words. This helps your brain memorise the information better so you can remember it for a longer period of time and recall it accurately in exams and even years later.
The best thing about Cornell notes is that you can re use them time and time again and especially use them to quiz yourself effectively. Using both Cornell note taking and quizzing on a regular basis will strengthen the memory networks in your brain so you can remember the knowledge easily so you do not get overwhelmed when it comes to exam time.
Divide the page into 4 different sections: two columns (cue column and notes column) one area at the bottom of the page (summary column) and one smaller area at the top of the page (title) and then do the following steps:
- Record: Using the knowledge organiser or textbook write the subject knowledge in the note-taking column using concise sentences. Skip a line between ideas and topics. Use abbreviations and shorthand symbols whenever possible. Develop a shorthand of your own, such as using "&" for the word "and".
- Questions: Formulate questions based on the notes in the right-hand column and record them in the cue column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen The writing of questions is perfect for quizzing.
- Quiz: Cover the note-taking column with a sheet of paper. Then, looking at the questions or cue-words in the cue column only, say aloud or write down, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words.
- Reflect and summarise: Reflect on the material by asking yourself questions, for example: “What’s the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? Summarise the key points made in the notes column in your own words using full sentences - write these in the summary column.
- Review: Spend at least ten minutes every week reviewing all your previous notes. Re-read your notes in the right column and then quiz to see what you can remember. Make note of what you can’t remember and focus on these.
These are examples of what your Cornell notes should look like:
Flash card guidance for students
Flashcards are another way of quizzing and are a powerful tool to aid memorization of key facts. Research shows that when made correctly, flash cards test knowledge so long-term memory is increased and therefore aiding recall in exams at the end of the course. Flashcards exercise the mental process of active recall and are a quick way of testing what you know and don’t know. You can also ask parents or friends to test you using the flashcards. The more often you recall, the more you will remember.
Write a key term or question on the front of the card and on the back, answer that question or write the definition for the term.
Your brain finds it easier to recognise and recall pictures rather than words. If you add pictures you can remember 50% more information so when making flashcards try to draw quick and simple pictures. For example,
- Authors and people - draw a simple portrait or stick figure
- Places - a quick map
- Figures and data - a chart or graph
- Dates and sequences of events - a timeline
- Process or system - a flowchart
Now use the flashcards by reading aloud the front of the card and then answer before checking the answer on the back. After you answer a flashcard, put it into one of three piles:
- I have no clue about this
- I’m not too sure about this
- I really know this
The ‘no clue’ pile should be worked on first, followed by the ‘I’m not too sure about this’ pile. Spend some time quizzing on the facts on the cards. You may need to refer back to your exercise books, knowledge organisers or cornel notes. Once you have spent some time relearning, use the flash cards to retest. As you retest your knowledge, your flashcards should change piles until all of them are in the ‘I really know this’ pile.
Spaced repetition is the technique of testing yourself multiple times, at intervals dependent on how well you know the concept. The cards that you should re test more often are those you’re struggling to learn and commit to memory (the cards in the ‘I have no clue about this’ pile). Once confident, you should retest all the flashcards just enough to not forget them, probably for a few minutes every day. You will find it easier and easier to remember the facts so when it comes to exams you will be able to recall the information easily.
These are examples of what your flash cards should look like: