Evidence-Based Learning

Lesson Overview

Unit: Mastering Study Skills (Lesson 1 of 6)
Duration: 50 minutes
Class Size: 30 Students
Year Group: Year 10 (Age 14-15)
Focus: Learning Scientists' Strategies and Self-Study Importance

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National Curriculum Links (England)

This unit supports the statutory requirement for Personal, Social, Health and Economic (PSHE) Education, specifically:

• Diversity, Equality and Mental Health (PSHE Association Programme of Study for Key Stage 4)

  • Developing effective self-management strategies for learning and wellbeing.
  • Understanding and applying metacognitive skills to improve learning outcomes.

• English (Reading comprehension and writing skills)

  • Applying dual coding through combining visual and text-based information.

• Skills Framework:

  • Critical thinking, cognitive development, improving memory and recall strategies.
  • Promoting resilience and independence in learning.

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Learning Objectives (WALT)

• WALT: Explore and apply six evidence-based learning strategies supported by cognitive science: Spaced Practice, Retrieval Practice, Elaboration, Interleaving, Concrete Examples, and Dual Coding.
• Understand the importance of self-study and how these strategies improve learning retention and performance.
• Develop a personalised study plan that integrates at least three of these strategies.

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Success Criteria

• I can describe at least six learning strategies and their benefits.
• I can actively participate in discussions and practical activities using these strategies.
• I can create an effective, personalised study plan incorporating at least three strategies.
• I can explain how these strategies help my learning.

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Resources Needed

• Whiteboard and markers
• Projector or interactive whiteboard
• Printed dyslexia-friendly handouts summarising the six strategies (using clear font like Arial, size 14, coloured paper options)
• Blank study plan templates (large print version available for SEND)
• Colour-coded index cards for group activities
• Timer or stopwatch
• Display posters for each strategy with concrete examples
• Tablets or laptops (optional, for creating digital study plans)

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Differentiation & Inclusion

• SEND (44.4% Average):
  • Use Rosenshine’s Principles: Break tasks down into small, manageable steps with frequent checks for understanding.
  • Provide printed summaries in dyslexia-friendly format with visuals.
  • Offer paired or small group work for peer support and scaffolded writing frames for study plan.
  • Use explicit modelling and think-alouds during strategy explanations.
• Lower Ability:
  • Provide sentence starters for elaboration and study plan writing.
  • Use simplified language and additional concrete examples for clarity.
• Higher Ability / Extension:
  • Challenge students to justify why one strategy may be more effective for certain types of learning.
  • Extension task: Create a detailed study timetable integrating all six strategies and reflect on expected benefits.

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Lesson Structure

1. Do It Now - Retrieval Practice Warm-Up (7 minutes)

• Activity: Quick quiz – 5 questions mixing recall of prior study skills (if any) and definitions/examples of memory techniques already introduced.
• Purpose: Activate prior knowledge, encourage retrieval practice (one of the strategies), engage attention immediately.
• Rosenshine Principle Used: Daily review and checking for understanding.

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2. Introduction to 6 Learning Scientists’ Strategies (10 minutes)

• Teacher Input:

  • Briefly introduce each strategy with teacher modelling and clear examples on the board or projector.
  • Use consistent visual icons for each strategy to support dual coding (e.g., calendar for spaced practice, question mark for retrieval practice).
  • Include real-life examples relevant to student experiences (e.g., revision for GCSE sciences, English essays).
  • Engage students with guided questioning: "Has anyone tried spacing out their revision before? How did it feel?"

• Differentiation: Highlight key vocabulary on printed handouts and discuss explicitly with students who need it.

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3. Group Activity: Strategy Stations (15 minutes)

• Setup: Six stations, each focused on one learning strategy with a brief description, example task, and prompt questions.

  • Students rotate in groups of 5 spending 2-3 minutes per station.
  • At each station, they perform a small task (e.g., practise a retrieval quiz, create an elaboration sentence, find concrete examples).
  • Use colour-coded index cards for recording key points at each station (to build a personalised group summary).

• Purpose: Active engagement, peer learning, multi-sensory approach.

• Rosenshine Principle: Guided practice and scaffolding across multiple encounters.

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4. Independent Practice: Create Your Study Plan (15 minutes)

• Task: Students create a personal study plan incorporating at least three of the strategies learned.

  • Provide a simple template broken down into:
    1. Subject/topic revision goal
    2. Strategies chosen with reasons
    3. When and how often they will apply the strategies (spaced practice scheduling, interleaving subjects, using concrete examples)

• Supports: Sentence starters, exemplars, and optional peer support for SEND learners.

• Extension: Students aiming higher to add a reflection section on how these approaches might improve their grades and wellbeing.

• Technology Alternative: Use tablets/laptops for those who prefer digital creation.

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5. Plenary & Reflection (3 minutes)

• Ask students to share one strategy they found most interesting and why.
• Collect one “I will…” statement from each student regarding their study plan commitment (oral or written).
• Recap WALT and success criteria for reflection.

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Assessment & Feedback

• Formative assessment during group activity: Observe and question understanding at strategy stations.
• Collect and review study plans for evidence of strategy incorporation and understanding.
• Provide written and oral feedback focused on specificity and practicality of study plans.
• Use self and peer assessment through reflection statements.

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Homework (Optional)

• Practise one of the strategies for a subject of choice and record what they did and how it felt.
• Prepare a quick summary or visual poster on one strategy to share in the next lesson.

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Teacher’s Notes

• Monitor student engagement closely, especially those with SEND who may need additional prompting or alternative explanations.
• Be mindful of pacing; some groups may need more time at stations — be flexible.
• Use positive reinforcement emphasizing growth mindset and the long-term benefits of these strategies.
• Invite students to suggest additional techniques that have worked for them to foster ownership.

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This highly structured and evidence-based lesson embeds cognitive science strategies within the PSHE and broader curriculum context, adapting for SEND needs and promoting independent learning skills essential for year 10 success and beyond.