Teachers design learning activities and assessment tasks that reflect the learning goals. require students to demonstrate knowledge and skills at many levels. Teachers make explicit the connections between learning goals, learning activities, and assessment tasks. of challenge for each student. Teachers support students to use learning goals to monitor and progress their learning. They encourage students to review and set their own learning goals. learning goals, based on identified strengths and areas for improvement. Teachers use data to evaluate the impact of setting goals to raise achievement and engagement levels. Evidence for Learning: Teaching and Learning Toolkit – Australia: Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, USA: Jossey-Bass. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, USA: ASCD.
High Impact Teaching Strategy 6: Multiple Exposures It takes ‘three or four experiences involving interaction with relevant information for a new knowledge construct to be created in working memory and then transferred to long-term memory’ (Nuthall, 2000, p.93). Hattie (2009) found an effect size of 0.71 for spaced practice. What is it? Multiple exposures provide students with multiple opportunities to encounter, engage with, and elaborate on new knowledge and skills. It is not simple repetition or drill work. Research demonstrates that deep learning is developed over time via multiple and spaced interactions with new knowledge and concepts. This may require distributing practice across several days, and using different activities to vary the interactions learners have with the new knowledge. How effective is it? Research demonstrates that multiple exposures greatly improve learner retention of new knowledge. It is most effective when exposures are used deliberately to assist learners to master new knowledge and skills, and when the exposures are spaced over time. Massed practice is less effective with an effect size of 0.41. Considerations Multiple exposures are most effective when strategically spread over time, as part of a unit and/or lesson structure. To make the repetition meaningful, it is essential to clearly state the link between the learning intentions and the work being done. Multiple exposures require planning and structure. They provide opportunities to engage, and re-engage, with concepts and ideas, and to practice new skills in different contexts. Planned, intentional repetition supports transfer of learning from earlier exposures to later exposures. It is vital to offer feedback on how well a student is achieving the learning goals. Timely feedback on practice remediates student misunderstandings and prevents them repeating mistakes in multiple exposures. Feedback also informs teacher practice and pinpoints where teaching strategies need be adapted. links multiple exposures to the learning goals plans units of work that clearly identify new knowledge and skills that will benefit from multiple exposures uses a variety of learning and assessment tasks that vary students’ interactions with the knowledge and/or skills, and supports transfer of learning. NOT repeats the same activity many times with no variation in context, resulting in dull repetition does not provide timely feedback, resulting in students repeating mistakes multiple times. consolidate their learning through opportunities that engage and re-engage them with new content over a period of time feel supported and confident about new learning. Resources: AITSL Video: Multiple activities to engage; students: Making money amounts: Engaging through ICT: