3.1 Establish challenging learning goals
3.3 Use teaching strategies
3.6 Evaluate and improve teaching programs
Every morning students complete their rocket maths (Artefact 5) which consists of practicing their addition, subtraction, multiplication or division (individually determined based on students learning requirements) with the goal of becoming more fluent in their maths facts. Students are given two minutes to practice with a partner before sitting a one-minute test. The overarching goal is for students to learn facts to automaticity which means they can recall the facts without hesitation. Students are highly motivated as they achieve mastery and move up through the levels. Hattie (2014) supports this by stating when automaticity is lacking there is reduced capacity to think and comprehend. Research also shows students who have mastered math facts show greater improvement in higher order mathematical algorithms (ref).
I regularly use evidence-based teaching strategies such as spaced practice, interleaving and dual coding (APST 3.3) as these effective learning strategies are backed by cognitive research and consider how the brain acquires and processes new information. These Science of learning principles are integral to the way in which learning material is organised and delivered. These methods are especially effective for students with attentional issues including ADHD, ASD, and other learning difficulties. For example, as per Rosenshine’s Principles of Effective Instruction (2012) implementing a daily review into my lessons is an important component of teaching as it helps strengthen the connections of the material learned. Automatic recall frees working memory for problem solving and creativity. Topics can be interleaved and dropped off/re-introduced via spaced practice to promote mastery of learning. Research (Weinstein et al., 2019) supports repetitious spaced practice leads to greater retention of information. Similarly, retrieval practice is effective as it strengthens memory, making information more retrievable later (Weinstein et al, 2019). Starting a lesson with a review of what was previously taught is an effective way to achieve this. Research (Weinstein et al., 2019) shows activities that involve bringing information to mind from memory improves learning and strengthen cognitive abilities. This is further supported by High Impact Teaching Strategies (HITS, 2017) which states by scaffolding the learning for students’, reduces the cognitive load for learners.
A useful strategy I learned in EDX4350 was “to not say anything to yourself that you wouldn’t say to someone else” (Brown, 2023). I think this really emphasises the importance of positive self-talk as I know I am my own worst critic when reflecting on my lessons (APST 3.6). I am learning to be gentler with myself and remember that I am new to this and therefore will make mistakes but as long as I learn from them, I am making progress.
