Psychology in the Classroom
The show that takes psychological research and translates it for classroom teachers so they can effectively apply it to their teaching practice to help improve outcomes for their students. Interviews with leading psychologists and other experts in the field of education, as well as deep dives into educational theory and a little bit of neuromyth busting.
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Learning from Failure: The Biological Case for Embracing Mistakes
06/17/2025
Learning from Failure: The Biological Case for Embracing Mistakes
In this episode of Psychology in the Classroom, Dr. Lauren Margulieux helps explore why failure isn't just a learning opportunity—but a biologically powerful one. Drawing on neuroscience, Lauren explains how our brains react to failure, the role of neurotransmitters like epinephrine and acetylcholine, and why moderate emotional discomfort can actually prime the brain for better memory and attention. We discuss: How to help students frame failure positively Why emotional regulation is key to learning Practical strategies for secondary teachers to support learning in the face of setbacks The impact of daily cycles, sleep, exercise, and nutrition on focus and cognitive performance Packed with practical tips and grounded in cutting-edge science, this episode is a must-listen for any teacher supporting adolescent learners through challenges—especially during exam season. Resources & Links 🔗Margulieux, Lauren & Prather, James & Rahimi, Masoumeh. (2025). The Biological Benefits of Failure on Learning and Tools to Manage the Fallout. Educational Psychology Review. 37. 10.1007/s10648-025-10013-7. 🔗L. E. Margulieux, J. Prather, M. Rahimi and G. C. Uzun, "Leverage Biology to Learn Rapidly From Mistakes Without Feeling Like a Failure," in Computing in Science & Engineering, vol. 25, no. 2, pp. 44-49, March-April 2023, doi: 10.1109/MCSE.2023.3297750.,(practitioner-focused paper, 5 pages): 🔗Learn more about Dr. Lauren Margulieux’s work: https://laurenmarg.com/
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The Perils of Perfectionism: Understanding Its Impact on Mental Health in Education
06/03/2025
The Perils of Perfectionism: Understanding Its Impact on Mental Health in Education
In this episode we explores the impact of perfectionism on exam anxiety, particularly among neurodivergent individuals. Dr. Tracey Donachie, a lecturer in sports and exercise psychology, discusses the components and prevalence of perfectionism, highlighting its psychological and behavioral effects. Maciej Matejko, from the Re-Star Project, shares his perspective on perfectionism in relation to autism, while consultant Julia Gudinchet offers strategies for managing perfectionistic tendencies in individuals with ADHD and autism. The episode provides valuable insights and practical advice for educators and students to foster healthier attitudes towards achievement. Find out more: Dr Tracy Donachie: Julia Gudinchet, Sunflower Autism Consultancy: Pomodoro Technique: RE-STAR project (Maciej Matejko): Time Stamps: Expert Insight on Perfectionism (00:01:15) Dr. Tracey Donachie discusses her extensive experience with managing exam stress and perfectionism & explains two main components of perfectionism: high standards and self-criticism. Prevalence of Perfectionism (00:02:58) Discussion on the rising rates of socially prescribed perfectionism among students and its debilitating effects. Good vs. Bad Perfectionism (00:06:00) Exploration of the spectrum of perfectionism, distinguishing between striving for excellence and harmful perfectionism. Long-Term Psychological Effects (00:07:39) Discussion on burnout and other psychological issues linked to chronic perfectionism. Impact Beyond Academics (00:09:31) Perfectionism's effects on sports, body image, and interpersonal relationships are examined. Strategies for Teachers (00:13:49) Recommendations for teachers to help students manage perfectionism and foster a growth mindset. Advice for Students During Exam Season (00:16:15) Practical tips for students to combat perfectionism during high-stress exam periods. Understanding Autism and Perfectionism (00:19:00) Discussion on autism and its relationship with perfectionism, featuring insights from Maciej. Understanding Perfectionism in Neurodivergent Individuals (00:20:02) Discussion on how perfectionism can stem from positive qualities but become problematic, especially for neurodivergent individuals. Perfectionism as a Coping Mechanism (00:22:20) Exploration of how perfectionism can serve as a response to social difficulties and low self-esteem. Personal Experiences with Perfectionism (00:23:36) Insights into the speaker's personal struggles with perfectionism and its draining effects. Advice on Managing Perfectionism (00:29:30): Changing Relationships with Failure (00:30:09) , Exploring Interests to Reduce Pressure (00:32:14), The Need for Recovery Time (00:34:17), Exploring Neurodiversity (00:35:15), Seeking Mental Health Support (00:38:02) Final Thoughts on Perfectionism (00:40:07) Reflection on the need to help students foster a healthy relationship with failure and imperfection.
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First do no harm: Universal Mental Health Interventions in Schools
04/22/2025
First do no harm: Universal Mental Health Interventions in Schools
Summary In this episode is a NIHR Research Fellow at the University of Oxford, discusses her recent paper titled Where the authors ‘examine three areas: the types of potential harms and adverse events reported in school-based mental health interventions; the subgroups of children and adolescents at heightened risk; and the proposed explanations for these potential harms.’The conversation explores the rising mental health issues among young people in schools, focusing on universal interventions like mindfulness and CBT. Carolina Guzman discusses her scoping review on the potential negative effects of these interventions, emphasising the importance of understanding their impact on vulnerable groups. The discussion highlights the need for careful implementation and monitoring of mental health programs in educational settings, advocating a tailored approach rather than a one-size-fits-all solution. Links: Guzman-Holst C, Streckfuss Davis R, Andrews JL, Foulkes L. Scoping review: potential harm from school-based group mental health interventions. Child Adolesc Ment Health. 2025 Mar 18. doi: 10.1111/camh.12760. Epub ahead of print. PMID: 40101758: Learn more about the Myriad Trial on a universal mindfulness intervention on the Mindfulness Mini Series: The link to the DfE technical report mentioned is here: Key takeaways: Mental health issues among young people are rising. Universal interventions aim to help all students, regardless of need. Mindfulness and CBT are common school interventions. Negative effects of interventions can occur, especially in vulnerable groups. High quality implementation quality is crucial for intervention success. Long-term benefits of interventions are often not well-studied. Schools should monitor the effects of mental health programs. A hybrid approach may be more effective than universal interventions alone. Teachers should consult evidence before implementing programs. Tailored support is essential for students with specific needs. Timestamps 01:45 Introduction to Mental Health in Schools 04:17 Understanding Universal Interventions 07:25 Exploring Mindfulness and CBT Interventions 09:41 Negative Effects of Universal Interventions 16:01 Identifying Vulnerable Groups 19:45 Long-term Effects and Benefits 25:07 Conclusions of the Scoping Review 27:11 Implications for Schools and Teachers
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The Process of Learning is Uncomfortable
02/28/2025
The Process of Learning is Uncomfortable
This month Dr Katy Burgess, Senior Lecturer in Psychology at Cardiff University, talks about her research into students’ learning - what they do and how effective they think this is - this is useful for us, as teachers, to understand how, what we are teaching them in school about learning and revision, is being interpreted and used by students. We discuss the best ways to revise but perhaps more importantly what we should be telling our students to get them to use more effective strategies. Plus additional thoughts on where we could slip retrieval practice when students don’t even notice (some good advice for parents!), forward testing effect and that we need to remember that learning involves an awful lot of forgetting before students actually remember everything they need to know. If you'd like to learn more about Dr Katy Burgess or read her publications you can do so here: https://profiles.cardiff.ac.uk/staff/burgesskv T-FUN Network - https://t-fun.co.uk/
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Peer Support for Neurodivergent pupils
01/08/2025
Peer Support for Neurodivergent pupils
The NEurodivergent peer Support Toolkit (NEST) is a set of free resources for staff in mainstream secondary schools who wish to facilitate peer support for neurodivergent young people. The toolkit was co-created by researchers at the University of Edinburgh, neurodivergent young people and a neurodiverse group of adults who work with neurodivergent young people. The project was funded by the Salvesen Mindroom Research Centre Scientific Advisory Board. In this episode Katie Cebula and Catherine Crompton talk about how the NEST came about, what it involves and how it could support pupils in your school. You can find out more and download the resources here:
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RE-STAR - From Emotional Dysfunction to Emotional Burden
11/12/2024
RE-STAR - From Emotional Dysfunction to Emotional Burden
This is the 7th podcast from the RE-STAR team and Professor Edmund Sonuga-Barke and Dr Georgia Pavlopoulou share the findings from work package one. This episode explores how the RE-STAR team has collected qualitative data through innovative methods that really allow the voices of young people with ADHD and Autism to be heard. They also share the findings about the upsetting experiences of young people with ADHD and Autism, what these experiences are (and if you are a teacher you might be surprised) and the intensity of those emotional experiences and as well as how these differ for neurotypical, ADHD and Autistic groups. The team is also considering the long term impact of this emotional burden on depression and anxiety. If you would like to hear more from the RE-STAR team please do take a listen here: If you would like to read the paper the link is: A second paper is also available: Why do attention-deficit/hyperactive disorder and/or autism traits place adolescents at risk for depression? Protocol for a longitudinal comparison of the mediating role of deficits in emotional processing and control versus emotional burden
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Improving Mental Fitness in Schools with Vi Gandhi
11/10/2024
Improving Mental Fitness in Schools with Vi Gandhi
In this week’s episode Purvi (Vi) Gandhi shares her knowledge about implementing effective and evidence based strategies to improve mental health or mental fitness in schools. Vi has recently published a book 'A little guide for teachers: Student Mental Health' with lots of ideas of how teachers can support the mental health and fitness of the young people in schools. In this interview we discuss the language we use around mental health, why mental health is so important in school and how we can support our pupils to thrive and much more. If you would like to find out more about her book here is the link: If you want to hear more podcasts on mental health from Psychology in the classroom here is the link:
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Reframing Mindfulness for Teachers
10/09/2024
Reframing Mindfulness for Teachers
On World Mental Health day 2024 Psychology in the Classroom discusses Mindfulness. We eschew the ‘Crystals and Muesli’ version and reframe it to ask how to be more attentive, calmer, more grounded, more aware, more responsive, less anxious. Willem Kuyken and Maggie Farrar join me to discuss, how we can make moments in our day to be mindful and how this can help us align ourselves better with our personal values. You can find the podcasts on the Myriad Trial into Mindfulness in schools via this link: https://changingstatesofmind.com/mindfulness-miniseries This is the link to Willem’s website and book: https://mindfulnessforlife.uk/ This is the link to Maggie’s website and book: https://www.empoweringleadership.co.uk/
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What have we learned about failure?
07/23/2024
What have we learned about failure?
In this final summary interview with Prof. Dr. Suzanne Narciss, we review all our learning about failure over the last few months. There is much we can do to encourage our students to learn from errors, including interactive formative assessment and feedback strategies, prompting reflection and adaptive strategies for dealing with errors and using other people’s errors. As teachers we need to help students overcome their fear of failure by creating a positive error climate and supporting students to develop a more positive error mindset. But this is an area that is challenging to research and we still have much to learn.
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What do parents communicate about failure?
07/22/2024
What do parents communicate about failure?
More than one in 10 children ‘almost always’ or ‘often’ fear failure. But where do they learn this from? This fear can often pass from parents to children. Parental communication about failures and setbacks plays a critical role in shaping a child's perception of mistakes. In her research Dr Elizabeth Peterson found that: Clear action plans without discussion of collaborative resources increased children's fear of making mistakes. When mothers acknowledged their child's emotions and discussed collaborative problem-solving, there was a notable decrease in the child's fear of mistakes. Many mothers minimally acknowledged or dismissed their child's emotions (40%), rarely discussed action plans (55%), or collaborative resources (79%). Effective parental communication involving emotional acknowledgment and collaborative problem-solving can help reduce children's fear of making mistakes. In this interview we discuss the consequences of this research for the classroom and how we as teachers can have positive conversations with our students about failure. You can find Elizabeth’s paper here: Peterson, E. R., Sharma, T., Bird, A., Henderson, A. M. E., Ramgopal, V., Reese, E., & Morton, S. M. B. (2024). How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure. British Journal of Educational Psychology. Advance online publication.
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The Impact of Teacher Failure Mindsets
07/16/2024
The Impact of Teacher Failure Mindsets
Today's discussion focuses on our perceptions, as teachers, of failure. When as a teacher we watch our lessons back on film where do we see failure and how do we respond? Reflecting on our own relationship with failure could be important in informing our practice in the classroom. For example our personal relationship with failure will inform how we respond to student failure and this in turn could hinder or facilitate student growth and learning. In this episode Dr Amber Simpson and Dr Alice Anderson discuss their paper 'Identifying and shifting educators' failure pedagogical mindsets through reflective practices'. The details and link to the paper is here: Failure in Making:
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Teachers v Pupils: differing views of failure
07/09/2024
Teachers v Pupils: differing views of failure
How students and teachers navigate and prioritise different learning processes after encountering impasses during learning can be complex. Recognising that failure moments can be multifaceted, today’s episode explores how classroom discourse reveals varied valued learning processes, such as problem-solving, preventing future issues, and developing troubleshooting skills. The research being discussed identifies five valued learning processes in debugging: resolving the immediate issue, preventing future bugs, developing skills for novel problems, engaging with authority, and calibrating self and collective efficacy. It explores the tensions between pursuing different learning outcomes and how these decisions are negotiated between teachers and students. It also addresses the classroom culture, including fostering growth mindsets and addressing racial inequities in learning environments.
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Errors and Alienation
07/01/2024
Errors and Alienation
How errors are handled in the classroom is an important aspect of teaching and has a variety of consequences for students' own dealing with errors, their learning and their performance. In classrooms with a negative error climate, students are more likely to experience fear of making mistakes and feel alienated from their teachers. Teachers' unsupportive behaviours, such as negative reactions to errors, may increase students' alienation. Unsupportive teacher behaviours may also indirectly contribute to the development of fear of failure by influencing students' self-beliefs and motivation to do well in school. Positive and supportive student–teacher relationships have been shown to alleviate school alienation, suggesting that student–teacher interactions have a strong impact on academic as well as social learning experiences. In this episode we will learn how to ensure we create a positive error climate where students feel safe and that reduces the chances of alienation. Steuer G, Grecu AL, Mori J. Error climate and alienation from teachers: A longitudinal analysis in primary school. Br J Educ Psychol. 2024 Jan 2. doi: 10.1111/bjep.12659. If you would like to learn more about alienation please do take a listen to my podcast with
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Creating a Positive Error Learning Orientation
06/25/2024
Creating a Positive Error Learning Orientation
In order to learn from errors it is important that pupils regulate their emotions. The emotions that they feel when they make an error is underpinned by their Error Learning Orientation - whether they see errors as positive and an opportunity to learn or as a negative thing that brings shame. In this interview Rahel Schmid discusses her paper about emotions pupils feel when they make errors and how this may be linked to error learning orientation. This episode includes lots of great tips to help teachers develop a positive error learning orientation in their pupils. Schmid R, Smit R, Robin N, Strahl A. The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course. Br J Educ Psychol. 2024 Mar 19. doi: 10.1111/bjep.12681. Available :
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Motivating Students to Learn from Errors
06/18/2024
Motivating Students to Learn from Errors
This week find out how you can encourage students to persist with learning and engage with metacognitive strategies when they make mistakes. Dr Maria Tulis talks about her experiments that aimed to find a causal link between beliefs about errors, how these beliefs maintain motivation and how students then adapt their actions to effectively analyse and correct errors. In study two during learning students were given encouragement to persist and prompts about what action to take immediately after they had made the error. Might this increase persistence, metacognitive control and effort? What are the implications for our classrooms? Paper and link: Tulis M, Dresel M. Effects on and consequences of responses to errors: Results from two experimental studies. Br J Educ Psychol. 2024 May 8. doi: 10.1111/bjep.12686
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Learning from Errors
06/11/2024
Learning from Errors
This is the 3rd episode in the failure series of podcasts this term. We are staying with the theme of feedback to errors this week. discusses her paper on learning from errors and in particular how one teacher uses an interactive approach, encouraging students to work out why they made an error rather than simply correcting them, and the impact it had on the students’ learning. But as always there is discussion plenty of wide ranging discussion on this topic. If you wish to access the paper here is the link:
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Using Smileys in Error Feedback
06/05/2024
Using Smileys in Error Feedback
When students receive error feedback it usually causes a negative emotional response, this in turn can impact learning. If we could somehow elicit a positive emotional response to error feedback, research suggests that this will increase motivation, enhance the desire to continue on a learning task and promote the use of efficient metacognitive strategies. In today’s podcast with Dr Annalisa Soncini we discuss how using a simple smiley in written error feedback can nuance the feedback so that the emotional reaction is more positive and the surprising impact this has on a student’s learning experience. Annalisa’s paper ‘Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students’ is open source and can be found on this link: You can find out more about Hattie’s Visible Learning here:
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Introduction to failure
05/28/2024
Introduction to failure
Failure - a word that is taboo in education and yet is part and parcel of the learning experience. As teachers, dealing with errors in the classroom can fundamentally change so much of the learning experience. The beliefs teachers and students hold about failure and errors changes behaviour and can cause students to persist and grow or to avoid risk and challenge. This term Psychology in the Classroom will be exploring Failure with the help of researchers and the British Journal of Educational Psychology(BJEP). This first episode introduces several key concepts with the editors of the BJEP Special Issue on failure: , and
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Final Exam Preparation with Jonny Wainman
05/21/2024
Final Exam Preparation with Jonny Wainman
Exam season is now in full swing and we are all really trying to encourage students to move away from the comfortable passive revision strategies such as reading and highlighting notes and get them to engage in more retrieval practice with flashcards and mindmaps. This week I talk to psychology teacher, Jonny Wainman about how he teaches his students study skills, we cover a wide range of topics and if you want do dive a bit deeper into the different concepts he mentioned you can find much more on the links below: Cognition & Learning: Exam prep mini series:
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Positive Education with Michelle Tytherleigh
05/14/2024
Positive Education with Michelle Tytherleigh
My guest this week is Dr Michelle Tytherleigh author of , and we are talking about how we can use positive psychology in the classroom to students to flourish. Martin Seligman asked two questions: In two words or less what do you want for your children? In two words or less what do most schools teach? To answer these questions so that the responses are not contradictory or incompatible Positive Education recognises the need to incorporate wellbeing into education, into the everyday learning experience and needs to involve the whole community - teachers, leaders, parents and student. In this podcast we look at how we can do just this. Link to Michelle's book: Link to Worthit:
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Supporting Teacher Wellbeing with Dr Charl Emmerson
05/07/2024
Supporting Teacher Wellbeing with Dr Charl Emmerson
Dr Charl Emmerson is an Organisational Psychologist who has worked in schools and researches wellbeing in schools. In this interview we are discussing teacher wellbeing at both an individual level and an organisational level. WIth top tips of teachers and leadership on creating a supportive culture. In addition we discuss how SEND impacts teacher wellbeing Key papers/links: NASUWT study findings on pupil behaviour: Importance of teacher-pupil relationship: Pupil wellbeing - teacher wellbeing: Charl’s research with University of Sheffield: EU-funded project looking at developing compassionate workplaces Education Support Partnership:
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ADHD: Supporting Students in the classroom with Prof. David Daley
04/30/2024
ADHD: Supporting Students in the classroom with Prof. David Daley
This week I am joined by from Nottingham Trent University to talk about Attention Deficit Hyperactivity Disorder. ADHD is something that most teachers will come across at some point and managing it well in the classroom can make a huge difference to outcomes for young people with ADHD. In this episode we cover the main psychological underpinnings of the disorder and how these manifest in the classroom as behaviour. David also offers some really useful tips on how to help young people with ADHD manage in the classroom. You can find more on executive function, working memory and cognitive psychology here: You can learn even more about ADHD here:
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Diary Keeping, Reflective Practice and Teacher Wellbeing with Dr Lucy Kelly
04/16/2024
Diary Keeping, Reflective Practice and Teacher Wellbeing with Dr Lucy Kelly
The teaching profession is in crisis and whilst it can be an extraordinarily rewarding and it is also an exhausting profession so self-care is essential. As a regular diary keeper I was curious to find out just how this might be helping my own wellbeing. Dr Lucy Kelly is an Associate Professor in Education in the School of Education whose main research interest is reflective practice as a positive tool for educator wellbeing, and she is Principal Investigator for the 'Reimagining the Diary' project. Lucy talks about how our narrow concept of what diary keeping is could be a barrier to engaging with it, how it can many benefits and how we can engage with a broader and more creative concept of diary keeping. If you want to find out more about Lucy’s work here are the links: The Diary Toolkit: Reimagining the Diary (Book): More about the project itself:
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How Students understand teacher communications about exams
03/27/2024
How Students understand teacher communications about exams
In this episode Dr Hannah Wilkinson talks about her doctoral research which focused on re-evaluating teachers’ use of test-taking practices from a psychological lens; unpicking how students appraised these types of communications and how it affects their engagement in the classroom. Essentially we will consider the messages that we, as teachers, give to students when we talk about exam preparation specifically and the different ways that students might interpret these communications and how, hopefully we can make them more impactful. We talk about threat and efficacy appeals. Papers Hannah Mentioned: Wilkinson, H. (2024). Efficacy Appeals in the High-Stakes Classroom: Re-Examining Teachers' use of Test Preparation Strategies (Doctoral dissertation, Liverpool John Moores University): Putwain, D. W., Symes, W., Nicholson, L. J., & Remedios, R. (2021). Teacher motivational messages used prior to examinations: What are they, how are they evaluated, and what are their educational outcomes?. In Advances in motivation science (Vol. 8, pp. 63-103). Elsevier:
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Managing Exam Nerves
03/26/2024
Managing Exam Nerves
In this episode, and as we fast approach exams, we look at how to help student manage their nerves. There are lots of strategies that can be employed but learning to sit comfortably with the uncomfortable feeling of exam anxiety can be challenging. This episode looks at one way we can help our students to learn to bring their thoughts and feelings under control using a technique stolen from sports psychology, but equally effective for high pressure exam performance situations: visualisation. It allows students to practise their coping skills and to understand that they can manage any exam scenario however terrifying! For further tips of Exam anxiety strategies do also listen to these two podcasts:
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Nailing Exam Technique
03/20/2024
Nailing Exam Technique
This week we look at why exam technique matters - the more working memory students can free up to write good answers, rather than figuring out what they need to do and how long they have got left, the better. This episode covers 5 things that students should practice to help make an exam go smoothly: Knowing the rubric Overall plan of attack Managing timing (including extra time) Breaking down the question Spotting traps If you want to know more about working memory and cognitive load there are a couple of good episodes you can listen to here: Working Memory: Cognitive Load:
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Why students get revision wrong
03/06/2024
Why students get revision wrong
Despite all our efforts to teach students to revise using effective methods they often revert back to less effective methods such as copying and reading and rereading notes. Why is this, when we have told them that these techniques are less effective in the long term? This week's episode looks at 4 common reasons why students revision fails: Planning Fallacy Illusion of Fluency Misinterpreted-effort hypothesis Failure to reflect The link to the episode about Roediger and Karpicke's research is https://changingstatesofmind.libsyn.com/recall-or-re-read-the-research-into-retrieval-practice The references for Misinterpreted-effort hypothesis is: Afton Kirk-Johnson, Brian M. Galla, Scott H. Fraundorf, (2019) Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice, Cognitive Psychology, Volume 115, https://doi.org/10.1016/j.cogpsych.2019.101237.
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How to make the most of retrieval practice
02/28/2024
How to make the most of retrieval practice
This week the episode will be based around retrieval practice - a concept most of you will be familiar with, and if you aren’t then do take a listen to which delves into the research underpinning the concept. Many students when learning, make the error of being passive recipients of information, reading, listening, watching or copying. Whilst a few bits may stick, more information will stick if they actively reconstruct the information through some sort of recall activity. Today we will cover 4 retrieval concepts you will know but thinking about the why. My hope is that this episode will perhaps reframe some of these basic ideas so that students use them even more effectively. Just in case the link above doesn't work here it is in full to copy and paste:
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How to ensure exams help recall
02/21/2024
How to ensure exams help recall
You know that thing, you're listening to the radio and minding your own business and a song comes on the radio and memories flood back (possibly embarrassing teenage ones!). That song is a cue to unlocking your memory - all sorts of things can be cues - smells, images, letters, words. In an exam the main cues are going to be words - specifically those in the question. If we understand that cues help us remember and that they are important at the time of learning then we can ensure that when we learn information we learn it with specific cues at the forefront of our mind. This week we consider how to leverage the theory of 'cue dependent forgetting' during revision to help us recall more when we are in an exam. If you want to watch my very embarrassing 'Mind Palace' video here you go: As I mention too in the podcast I am really seeking listener feedback so please spare 2 minutes to complete this form: Finally you can find out more on this podcast:
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How to build long term learning
02/14/2024
How to build long term learning
This week we move from the practialities of starting and planning revision to the learning itself. The focus is on how we can help students to build learning so that it is retained in long term memory. Whilst there are lots of ways to approach this today's episode focused on 3 key concepts: Levels of processing, spacing and interleaving. I mentioned that there are several podcasts that delve into these concepts in more depth. Further information can be found here: Levels of processing: Interleaving: Finally please do fill in the podcast feedback form so I can make the content even better!
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