Deck design for educators 🚧
Designing knowledge for RememberMore is relatively straightforward however it is very clearly the second task. The first and most important task is a curriculum task.
Define the weight, distribution and sequence of knowledge, how it is successively encountered, and how that knowledge is inter-connected. This will enable you to fully utilise RememberMore’s flexible deck, card, category and tag structure. The potential impact of RememberMore is addressed separately as "Leading the adoption of RememberMore."
More often than not, the starting point with RememberMore for an individual educator is accessing an existing deck. This is quickly followed by the thought of creating their own deck, for their own teaching. For the purpose of this guide, that is where we will start.
With the Dashboard Deck Editor, it is even easier to curate and co-curate decks and cards with colleagues and even learners and manage decks and learning.
Terms of reference
Define the content
“Where the information being learned has a framework or structure that can be used to organise both the learning and the retrieval then memory is often considerably improved.” — Michael Eysenck, The Blackwell Dictionary of Cognitive Psychology (1994).
Categories (and to a lesser extent tags) surface as you build the deck and as Cards are designed and coded. In our experience, it is worth reviewing both Categories and Tags after designing your first 30-50 Cards.
✅ You will find yourself amending Cards or adding Cards to address the needs of the learners. RememberMore updates immediately or when RememberMore next connects to data.
Deck with less than one cycle of teaching are coded with 🚧 - "under construction."
Vocab 1 - accessible and important vocabulary.
Vocab 2 - inaccessible vocabulary, Tier 2/3 or subject / topic specific language likely to be unfamiliar to the target audience.
Plot 1 - need to know, Plot 2 - extended
Power Vocab - useful vocabulary not specifically defined by the board and useful Eg dystopian or hierarchy.
Cards reinforced by the rewards structure in RememberMore.
✅ Approximately 10% of Cards should be identified as a Key Question.
Notes are associated with a Card. It is a free form cell and can be used in many different ways. You may want to decided how you plan to use Notes. For example, every Card has a Note, select Cards have a Note.
Design the content
Designing effective cards: retrieval Q-A / A-Q prompt pairs
If you are only selecting 10% of cards to be rewards, use this feature to underline essential learning or learning that unlocks new avenues or Threshold Concepts.
Notes are associated with a card. It is therefore completely up to you how you use, or choose not to use, this feature. You will quickly experience the power and usefulness of Notes in the classroom.
Three Card types (and one in development)
Dashboard - Deck status
Dashboard Deck Editor
Google Sheets Import
Leading the adoption of RememberMore (Leading Teaching and Learning Whole School)
Pause for a moment. In a year from now, how we will know that the introduction of RememberMore was "the difference that made the difference?" Or at least contributed to it. Let me tell you what you can expect, so you can prepare and lead for that future.
Bottom line: Improved learner outcomes. Reduced educator workload. And all the benefits that brings.
Lesson openings are routined, purposeful and meaningful. Classrooms are calmer, more focused, certainly at the start. Learners know more and can remember more, learners are more determined and independent. X% of learners in Year 11 (the year group targeted) used RememberMore for mock exams revision logging x hours of study. Mock exam outcomes support this investment. X number of learners have been identified as requiring additional SEND support through the Dashboard's metrics. More learners, have secured more of the "same knowledge." With school variance has reduced.
Educators are confident in their use of Classroom, (elaborations and the four modes). Classroom is described as "super easy, super simple." A high percentage of educators have adopted Classroom and moved onto adopting various oracy routines as well. Vocabulary has high status in lessons (and with learners). Written work is more sophisticated. A good few educators, mainly in the core subjects due to teaching five/six periods a week with the same class, have moved onto to exploring and adapting various Classroom routines, some are even experimenting with their own routines. A few educators prefer their way of doing things. The Maths Department concur with you - RememberMore is not as impactful here. Educators are more interested in the Cognitive Science research behind RememberMore.
Middle Leaders are cross referencing their curriculum definitions with one another, cross referencing their decks. Some Middle Leaders have connected with other colleagues locally to evolve or improve or "trade" their decks. There was a conversation around whether or not RememberMore could supplement some homework. The Literacy lead has defined a recovery programme for SEND learners using the platform. Fewer behaviour referrals are made from Alternative Provision. The photocopying budget is significantly reduced.
Leaders are able to evidence the connection between their curriculum intent, implementation and impact. Leaders are assured that content can be delivered to those learners not in the classroom.
Parents are keen to see RememberMore used by more Year groups.
It would be more difficult for me to forecast into the second year however, here goes. I foresee the new academic year starting more affirmatively. A transition deck was added to RememberMore priming the start of the new year. Now established Classroom routines, more experienced, confident educators and more learners who have secured more of the "same knowledge," means certainly makes teaching easier. Of courses, hindsight is a powerful thing and learners more readily accept Classroom and RememberMore.
Bottom line: Improved learner outcomes. Reduced educator workload.
Back to the here and now
What support and what decisions need to be taken? Which curriculum areas and educators may benefit most from using RememberMore? All years or targeted year groups? All curriculum areas or a targeted selection? What training is required. Our knowledge, RememberMore knowledge or a combination?
If defining and designing knowledge for RememberMore as a department, school or group of schools even, a broader perspective is needed. The opportunity to co-curate knowledge, co-curate decks, is not only very powerful professional development, it raises the quality of end product, the deck, and therefore the quality of teaching as well as reducing educator workload. We highly recommend co-curating decks as a departmental team. Under these conditions, we recommend a nominated “RememberMore Lead” manages the moderation and publication of decks.
RememberMore does not need "data" once downloaded, those learners with a mobile device may access Classroom. That leaves a very small percentage of learners without access to RememberMore (a mobile device) or Classroom.
Ownership of IP
Any Decks or Cards created by RememberMore are the property of RememberMore. These remain Your property, and you may use them however you see fit outside of RememberMore. By publishing the decks, you are agreeing to grant us a global, perpetual, royalty free license to use, reuse, sub-license, modify, display and distribute the content in any format we choose. By uploading content to the platform, you warrant that:
You or your employer hold the necessary rights and permissions to use and share any material you upload, including compliance with any third party licenses relating to the content.
The content does not contain material which could be construed as obscene, hateful, pornographic, racist, homophobic, defamatory, unethical or contradictory to the values inherent in RememberMore.
If you are found to have infringed these warrants, we reserve the right to terminate your usage of the platform.
If you believe someone to have infringed your intellectual property rights, contact us, and we will respond accordingly.
As a former Headteacher and Vice Principal for Teaching, Learning and Assessment, I know how valuable considered, coherent and ambitious curriculum 'Middle' leadership is. One of the most significant indirect benefits of RememberMore, is that is demands that you define your declarative knowledge, the weight, distribution and sequence of knowledge, before you design how to deliver it. If you are a school leader or Head of Department or Faculty, this will be of interest to you.
A Middle Leaders reflect on their curriculum decisions with RememberMore
"I have thoroughly enjoyed creating the decks for Classroom. Having not taught the Cold War in 18 months, it has really helped to strengthen and refresh my subject knowledge and really get to grips with the big picture and key events. It’s also given me lots of inspiration for teaching it again, especially in terms of highlighting the links across the events. I’m really looking forward to using Classroom and then RememberMore for all units with my classes too."
"Creating the Geography decks has been an exciting opportunity. Deciding what is deemed to be powerful knowledge whether this be definitions, concepts or the most important case study facts, will be invaluable to the delivery of my lessons and for my students. Using Classroom in the classroom has enabled core knowledge to be interleaved, and is then enhanced through the use of questioning techniques to consolidate and deepen student understanding. The students through their use of RememberMore, will be able to take ownership of their learning, and build their confidence in their own ability in Geography."