Adalw / Retrieval

Llyfryddiaeth Defnyddiol - Llyfr Kate Jones

An excellent and highly recommended book, ‘Retrieval Practice: Research & Resources for every classroom’

Kate Jones - Evidence-informed resource pack.pdf

Study Strategies Guide.pdf

Mat Adalw / Retrieval Placemat

Mae matiau bwrdd yn eithaf cyffredin mewn ysgolion, yng nghyd-destun adalw, mae Kate yn defnyddio'r fersiwn a ddangosir isod (y gellir ei lamineiddio neu ei arddangos ar y sgrin). Fe'i defnyddir i hybu trafodaeth lafar rhwng myfyrwyr am bynciau sydd wedi cael sylw fel rhan o'u cofio. Mae'r dechneg hon yn syml i'w defnyddio, mae'r tasgau'n gyffredinol felly gellir eu cymhwyso i lawer o gyd-destunau a gwaith ar draws pynciau, mae'n adeiladu arferion fel yr ysgogiadau dro ar ôl tro.

Placemats are quite common in schools, in the context of retrieval, Kate uses the version shown below (which can be laminated for longevity or displayed on screen). It is used to promote verbal discussion between students about topics that have been covered as part of recall. This technique is simple to use, the tasks are generalised so can be applied to lots of contexts and work across subjects, it builds habits as the prompts over and over again.

‘Brain or Memory Dump’

Yn anhygoel o syml i gynllunio a gwneud. Y cyfan sydd ei angen ar ddysgwyr yw rhestr testunau a phapur gwag. Dewiswch rywbeth i'w ddysgu o'r rhestr neu gofynnwch i rywun arall ddewis rhywbeth ar hap (i'w wneud yn anodd!) Yna gosodwch derfyn amser - rhaid iddynt ganolbwyntio i ddarllen ac adolygu nodiadau (efallai 10 munud). Wedi'r 10 munud disgyblion i roi nodiadau i ffwrdd ac yna rhaid iddynt; ysgrifennu, tynnu llun, trosglwyddo popeth maent yn gofio i'r darn papur gwag (defnyddiwch derfyn amser arall!) Unwaith y bydd yr amser ar ben, gofynnwch i'r disgyblion i gymharu â'r nodiadau gwreiddiol – Beth gafodd ei gofio? Beth gafodd ei anghofio? Y naill ffordd neu'r llall maen nhw nawr yn meddwl am y wybodaeth/ffeithiau unwaith yn rhagor! Parhewch i wneud hyn ac yn y pendraw bydd mwy a mwy o wybodaeth ar y darn gwag o bapur!

Incredibly simple to set up and do. All learners need is a topic list and some blank paper. Choose something to learn from the list or get someone else to pick something at random to make it tough! Then set a time limit and they really must concentrate to read and review notes (maybe 10 minutes). Put notes away and try to write, draw, transfer everything remembered to the blank piece of paper (use another time limit!). Once done compare it to the original notes – what was remembered, what was forgotten? Either way they are now thinking about it yet again! Keep doing this and over time more and more information will end up on that blank piece of paper!

Cloc Adalw / Revision Clock

Similar in principle and set up to ‘Brain Dumps’, except instead of a blank piece of paper a clock style template is used to write down any remembered information. Each segment of the clock is a space for notes on a particular part of the wider topic. The clock segments also could represent time limits (e.g. spend 5…10…20…minutes writing out all you can remember), The blank template is shown below and can be downloaded here. Also shown is a great example of a completed revision clock on the ‘Restless Earth’ from livegeog.wordpress.com.

Rhestrwch / List It

A quick and easy ‘free recall’ task, students have to list as many items/as much as they can that fit a given criteria set by the teacher in the time given:

List as many key words related to...
List as many facts linked to...
List as many keys about [insert previous topic for spaced practice]…
List as many key dates/individuals related to…
List as many causes of X as you can…
List as many consequences of X as you can…

Kate suggests that it could be extended by doing one round individually then a second in collaboration by sharing ideas with peers. An example she shares in her book is from a Welsh second language lesson where learners had to recall and ‘List It’ for as many key words linked to Ysgol, Bwyd and Hobiau. In this example the student or class produced a list of 14 words linked to Ysgol, 14 linked to Bwyd, and only 5 linked to Hobiau. This helps uncover areas of strength and areas suggesting a need for support.

‘Memory Monday, Throwback Thursday, Flashback Friday…?’

...adeiladu ymdeimlad o drefn ac arferiad gyda'ch dosbarth yw pwrpas y dechneg yma - gallwch alw beth y mynnoch, ond yn y bôn, pryd bynnag y bydd gennych wers ar y diwrnod neu'r pythefnos hwnnw o'r wythnos, gorffennwch y wers gyda thasg ymarfer adalw cyson fel cwis bach. Gallai'r union ddull fod yn unrhyw beth yr hoffech chi, cyn belled â'i fod yn profi'r cof o'r pynciau a drafodwyd dros gyfnod o amser amrywiol. Neu, beth am ddefnyddio byrddau gwyn bach fel rhan o’r drefn hon?

…Call it what you like to build up a sense of routine and habit with your class, but essentially whenever you have a lesson on said day of the week or fortnight, end the lesson with a consistent retrieval practice task such as a mini quiz. The actual approach could be anything you like, as long as it tests memory of topics covered over a ranging timescale, and there are lots of suggestions of quick quizzes in this section. You could use mini whiteboards as part of this routine so learners know it is not a permanent judgement, we simply to try our best and then wipe it away, and try again and try better the next time!

Grid Sialens / Challenge Grids

This task combines retrieval, spacing and interleaving (jackpot!), and are often used as starter/Do Now style tasks though can be used at any time.

If you like these and want to make your own, Mark Anderson (ictevangelist.com) has made a ‘blank grid’ freely available in 3×4, 4×4 and 5×4 sizes. Download the PowerPoint template here.

As you will note, the grid is filled with key questions and those that are drawing on topics from further ago attract more points.

Some teachers even use it as an extended task, beyond a starter activity, and could even last a whole lesson. This could be particularly useful for exam preparation. See below for example.

The intention would be to have electronic copies of these materials to re-use and tweak in future, do them well it can take some time and thinking on behalf of the teacher to create a good quality grid of questions, covering topics from a range of times. To save time it's recommended to build a bank of quick quiz questions that would normally be used for regular quizzing and saving these in a document so selections can just be copied and pasted into a grid.

Heads Up/Taboo:

Students can create keywords and terms, mix them up and put them on their forehead. Other students, then have to try and explain what that keyword is without saying it. This aids retrieval from all students – even if it is repeated, the jogging of the memory will hopefully bring up more key terms.

PLICKERS

Plickers: ideal if the pupils are not allowed to use their phone in the classroom or if the lesson can’t be done in a computer room. Only one device is needed to scan the answers. Pupils all have their own card with a different pattern on them. They will hold it up in a certain way to show their answer, as a result they can’t copy from one another.

Dim ond un dyfais sydd ei angen i sganio'r atebion. Mae gan y disgyblion cerdyn eu hunain gyda phatrwm gwahanol arnynt. Byddant yn ei ddal i fyny mewn ffordd arbennig i ddangos eu hateb, ac o ganlyniad ni allant gopïo oddi wrth ei gilydd.

TERMIADUR / KEYWORD SPOTLIGHT

Mind Mapping

Mind Mapping from Memory Instructions for Pupils: Mind maps are a popular revision technique for a number of pupils. For maximising long term learning, creating memory maps as a retrieval practice is more challenging and effective without using your notes to directly copy from. Mapping from memory: Choose a topic you have studied. On the paper write down the headings which cover the key content in the topic. Now revise your notes on one particular section for 10 minutes. Write down on your mind map all you can remember. Repeat for the next section until you have covered all headings. Now go back and check your first heading using your notes to see what you have missed. Cover your notes again and add any further points. Repeat until you've covered every heading.

Mae Flipgrid yn llwyfan ar-lein ar gyfer trafod dros fideo sy'n eich helpu i weld pob dysgwyr yn eich dosbarth a chlywed ganddo. Gall ymarferwyr osod awgrymiadau trafod i'r dysgwyr ymateb iddynt, p'un a ydynt yn dysgu yn y dosbarth neu gartref. Gall eich dysgwyr gofnodi'r hyn y maent eisoes yn ei wybod am eu dysgu, ac ymateb i'w sylw gwreiddiol ar ôl i'r dysgu ddigwydd, gan ddweud wrthych bopeth y maent wedi'i ddysgu.

Flipgrid is an online video discussion platform that helps you see and hear from every learner in your class. Practitioners can post discussion prompts for learners to respond to, whether they are learning in class or at home. Your learners can record what they already know about their learning, and respond to their original post after the learning has taken place, telling you everything they have learned.

Jamboard yn eich galluogi i roi gwybodaeth flaenorol eich dysgwyr ar waith. Mae'r dysgwyr yn gosod nodyn gludiog ar y Jamboard, gan rannu'r hyn y maent eisoes yn ei wybod am eu dysgu. Yn eich rôl o fod yn ymarferwyr, gallwch nodi gwybodaeth flaenorol a mynd i'r afael â chamdybiaethau, yn ogystal â defnyddio'r nodynnau i atgyfnerthu, meithrin a chryfhau'r dysgu .

Jamboard allows you to activate your learners’ prior knowledge. Learners place a sticky note on the Jamboard, sharing what they already know about their learning. As practitioners, you can identify prior knowledge and address misconceptions, as well as using notes to consolidate, build and strengthen learning.

Mae hwn yn adnodd cwis rhyngweithiol a llawn hwyl i roi gwybodaeth flaenorol ar waith. Yn eich rôl o fod yn ymarferwyr, gallwch lunio cwestiynau ac atebion sy'n gysylltiedig â chyfleoedd dysgu blaenorol, gan ddarparu cyfnod effeithiol i'r dysgwyr feddwl, cydweithio ac ymateb. Efallai yr hoffech osod y dysgwyr mewn grwpiau yn unol â hynny, er mwyn nodi gwybodaeth flaenorol a mynd i'r afael â chamdybiaethau, gan symud y dysgu yn ei flaen yn effeithiol.

This is a fun and interactive quiz tool to activate prior knowledge. As practitioners you can construct questions and answers linked to previous learning opportunities, providing effective time for learners to think, collaborate and respond. You may wish to group learners accordingly, in order to identify prior knowledge and address misconceptions, effectively moving the learning forward.

Grid Twf Gwybodaeth.docx

Grid Twf Gwybodaeth

Knowledge Growth Grid

Mae'r grid hwn yn eich galluogi i roi gwybodaeth flaenorol y dysgwr ar waith trwy ddefnyddio'r blwch 'gwreiddiau' mewnol – i asesu'r hyn y mae eich dysgwyr yn ei wybod eisoes, ac i roi cyfle i chi fynd i'r afael ag unrhyw gamdybiaethau yng ngwybodaeth eich dysgwr am y pwnc. Wrth i'r dysgu fynd rhagddo trwy gydol y wers (neu gyfres o wersi), mae'r dysgwr yn gallu llenwi'r grid ar adegau gwahanol i asesu sut y mae ei wybodaeth yn tyfu. Gellir defnyddio lliwiau gwahanol wrth lenwi pob grid i wneud yr wybodaeth yn fwy amlwg.

Gellid defnyddio cynnyrch eich grid gwybodaeth i 'ymestyn gwybodaeth' hefyd – er enghraifft: dyfyniadau, terminoleg sy'n benodol i'r pwnc, ac ati

This Grid allows you to activate learner's prior knowledge using the inner 'roots' box - to assess what your learners all ready know and providing you with the opportunity to address any misconceptions in your learner's knowledge about the topic. As the learning progresses throughout the lesson (or a series of lessons), the learner is then able to fill in the grid at different points to assess how their knowledge is growing. Different colours can be used to fill in each grid to make the knowledge more distinct.

The fruit of your knowledge grid could also be used for 'extending knowledge' - e.g: quotes, subject specific terminology etc

"The easy way to create your own teaching resources. Make custom activities for your classroom. Quizzes, match ups, word games, and much more. "

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