Some brilliant techniques listed here
In 2014, my students performed much better on the poetry paper of the AQA English Literature exam than on the modern texts paper. In 2015, the outcome reversed: this cohort achieved higher marks on the modern texts paper than the poetry. The main cause of this inversion of fortunes was simple: in both cases my students had shown more competence when answering questions on the content they had learnt most recently.
That memory weakens over time is a fact of life. That English teachers need to find more robust and creative ways of arresting this natural deterioration is a fact brought about by the transition to terminal language and literature GCSE exams.
In Building Background Knowledge: Research on What Works in Schools (2004), Robert J. Marzano, distils the research evidence into improving student memory into three principles:
1. The meaning of the new content needs to be…
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