PORTFOLIO

Course: CIPIP Cohort 1-Cluster 4

Topic: Speced Pactices
Presented BY: Sadia Ashraf
Designation: Teacher Junior
Class: Three
Campus: Vehari
Presented to: Ms. Tamsila &
Ms. Mydah
 Table of Contents

ACKNOWLEDGEMENT PREFACE

1. INTRODUCTION

2. RATIONALE

● Review of the Area of Development:

● Literature Review

3. LESSON IMPLEMENTATION AND EVALUATION

● Context of Lesson

● Lesson Plans

● Evaluation of all the Lessons

● Success and Challenges

4. MY LEARNING AND REFLECTION

● Reflective Report

5. FUTURE IMPLICATIONS AND ACTIONS

● Action Plan (PD Priorities)

6. Bibliography
Introduction:
The labour market requires professionals with
high-level cognitive skills, which means
professionals who
know how to think in analytical, critical and
reflective ways, how to ask questions, make
decisions, solve
problems, and know how to learn
independently (Zoller & Pushkin, 2007). They
are also skills for lifelong
learning. In order to meet the market demand,
the focus of education should target the
development of
skills of critical thinking and of autonomous
and organized study. These skills will be useful
to individuals
because success in university courses and in
also most professions require such skills
(Cottrell, 2005;
Garrison & Anderson, 2003). Although there is
consensus on the need to develop these skills,
what is not
so clear is how they can be developed in
students in university courses (McLoughlin &
Luca, 2003) and
this is much more difficult in the Open and
Distance Learning (ODL) system of learning.
Saba (2003)
suggests that one of the main characteristics
that differentiate distance education from
other forms of
education is the central focus on the student
and on their independence in the learning
process. He
further argues whether distance learning
successfully helps to develop autonomous and
organized study
skills and other high-level cognitive skills
learning at distance.
In order to enhance development of higher
order cognitive skills among educators, many
higher
education institutions which deliver their
programmes in distance mode introduce
learning portfolio in their
study programmes. But in Sri Lanka learning
portfolio is relatively a new approach used by
educational
institutions to develop higher order cognitive
skills among the learners. The Faculty of
Education of Open
University of Sri Lanka introduced compiling of
a learning portfolio as a compulsory course in
its Master of
Arts in Teacher Education programme (MATE)
with the intention of enhancing higher order
cognitive skills
through reflective practices. Through
reflective practices teacher educators are
expected to develop
higher order cognitive skills such as critical
thinking, reflective thinking, self evaluation
and decision
making, creative thinking, and transferring
present knowledge and skills for future
development of
themselves as well as their students.
The MATE programme commenced in the
year 2000, and up to now seven batches of
students have
followed the programme. The curriculum
for the first five batches comprised
Professional Courses,
Support Courses, Continuing Education
Courses and Discipline Based Courses. In
the programme
evaluation study conducted by the
Department of Secondary and Tertiary
Education (STE) in
collaboration with Commonwealth of Learning
(COL) in 2004, it was revealed that the
Discipline Based
Courses and some of the Support Courses
were not fulfilling the objectives of the
programme and
needed significant modification (Fernando &
Jayasinghe, 2004). Therefore two new
courses were
introduced to the programme under professional
courses titled Contemporary Issues in Education
and the
Learning Portfolio.
The main aim of introducing a course on
learning portfolio was to encourage students to
critically reflect
on the achievement of intended learning
outcomes of each course in the MATE
study programme.
Compilation of a Learning Portfolio promotes
reflective learning of students. Its goal is to
build and nurture
a culture of critical reflection on the work that
teacher educators do on a regular basis, in order
to be able
to learn from challenges met, successes
achieved and mistakes made. It has been
revealed that the
introduction of learning portfolio component
to a professional development programme
for teacher
educators has made a great impact on their
learning as well as their professional activities
(Lekamge &
Karunanayaka, 2007). This study attempted to
examine to what extent learning portfolio
enable students
to develop higher order cognitive skills
I am a part of TCS from 7 years. CIPIP cohort 1 is an informative course in
which I learnt about Six Science of Learning.
My portfolio is based on the deans of principle: How do students learn and
retain new information? The cognitive principle which was taken under this
principle is ‘practice is essential to learning new facts, but not all practice is
equivalent.’ {Ericsson, Krampe, & Tesch-Rö mer}
I would like to explore that how students can retain their learning for along
time? So I chose the principle of spaced practice. I learnt through this course
that spaced practice is a learning technique that involves breaking up learning
sessions into shorter, spaced intervals over time rather than cramming
information into one long session. This method has been shown to improve
long-term retention and understanding of material compared to massed
practice or cramming.
The objective which was taken for portfolio under this principle is ‘ teachers
can space practice over time, with content being reviewed across weeks or
months, to help students remember that content over the long-term.’
According to this principle the practice of spaced learning enhances memory
and problem solving skill of the learners. The biggest challenge for a learner is
to ensure retention of learning. If learners do not retain what they learned in
the lesson, the lesson is not very useful. Spaced practice refers to learning that
takes place over time with rest periods between practice sessions. Students
using spaced practice might break down study time to do work on several
different courses consecutively or do other activities in between study
periods.

This portfolio on space practice would showcase my work and projects related
to the space practice, demonstrating how I've applied this learning technique
across various subjects or domains. It would include the implementation of
spaced learning on four students of class 3. Due to personal privacy the
pictures are not uploaded but their work is attached.
The purpose to apply the principles of space practice to enhance the learning
of class three students and retain new information for long time. By revisiting
the material again and again , it will obviously help them to keep that
information in their minds for a long time. Spaced learning helps the students
to remember things better in the long run as compared to cramming all
studying into one big session. It's a more effective way to learn and remember
information.
Cepeda, N. J., et al. (2008): This study, published in the Journal of
Experimental Psychology: General, examined the effects of spacing of study
sessions on long-term retention. Cepeda and colleagues found that spaced
practice led to significantly better retention of material compared to massed
practice, highlighting the importance of distributed practice in improving
retention. (Cepeda, N. J., et al. "Optimizing Distributed Practice: Theoretical
Analysis and Practical Implications." Journal of Experimental Psychology:
General, vol. 137, no. 3, 2008, pp. 497–521.)
Ebbinghaus, H. (1885): Hermann Ebbinghaus conducted pioneering
research on memory and learning, including the spacing effect. His work laid
the foundation for understanding how spaced practice enhances retention.

Space practice maximizes the effectiveness of study time. Instead of

cramming information in one session, learners allocate study sessions
strategically, optimizing learning outcomes while minimizing time spent
studying.
Roediger III, H. L., & Karpicke, J. D. (2006): In their study published in
Psychological Science, Roediger and Karpicke investigated the effectiveness
of retrieval practice (testing) as a learning strategy. They found that retrieval
practice resulted in better long-term retention compared to other study
methods, demonstrating its efficiency in learning. (Roediger III, H. L., &
Karpicke, J. D.
 "Test-Enhanced Learning: Taking Memory Tests Improves Long-Term
Retention." Psychological Science, vol. 17, no. 3, 2006, pp. 249–255.)
Kang, S. H. K., et al. (2016): Kang and colleagues conducted a meta-analysis
examining the effectiveness of distributed practice (spacing out study
sessions) versus massed practice (cramming). Their findings, published in
Psychological Bulletin, indicated that distributed practice led to significantly
better retention of material over time, highlighting its efficiency in learning.
(Kang, S. H. K., et al. "Spacing Effects in Learning: A Temporal Ridgeline of
Optimal Retention." Psychological Bulletin, vol. 142, no. 11, 2016, pp. 1110–
1135.)
Forgetting curve: Forgetting curve of the students will be reduced when
there are regular review of the topics over time. By spacing out study
sessions, learners refresh their memory and strengthen recall.

The forgetting curve can be reduced through spaced learning. This concept is
supported by research conducted by Ebbinghaus in the late 19th century
and further explored by modern psychologists such as Bjork and Bjork
(2011).
Karpicke, J. D., & Roediger III, H. L. (2008): In their study published in
Science, Karpicke and Roediger investigated the effects of retrieval practice
(testing) on long-term retention and forgetting. They found that retrieval
practice led to significantly less forgetting compared to restudying,
highlighting its effectiveness in reducing forgetting. (Karpicke, J. D., &
Roediger III, H. L. "The Critical Importance of Retrieval for Learning."
Science, vol. 319, no. 5865, 2008, pp. 966–968.)
Ebbinghaus, H. (1885): Hermann Ebbinghaus conducted groundbreaking
research on memory and forgetting, notably through his experiments on the
 forgetting curve. His work laid the foundation for understanding how
information is lost over time without reinforcement.

Rationale
Spaced learning are indeed effective learning strategy. In my lesson plans
(appendix-1) spaced learning was involved as different topics like punctuation
marks, speech marks and apostrophes were taken as a topic rather than
focusing on one topic exclusively like in blocked learning.
Spaced practice was chosen as the main strategy to see the impact on
learners. This method leverages the spacing effect , which proved that
information is better retained when it is revisited multiple times over spaced
intervals. It promoted long term retention of the taught concepts and reduced
the risk of forgetting. Moreover the results shown the combining of these
strategies lead to more robust learning outcomes.( Appendix-1,2)

The students exhibited proficient usage of speech marks, punctuation marks,

and apostrophes, showcasing a solid grasp of these concepts without
confusion. This is evidenced by the statement, "They used speech marks,
punctuation marks and apostrophes very well and did not mix the concepts."
(Appendix-2). The students' adept application of these language conventions
indicates not only understanding but also the ability to apply these concepts
accurately, showcasing a higher level of cognitive engagement. Recognizing
this achievement, the next step involves utilizing spaced learning again after
some time. This is aimed at reinforcing these concepts and promoting higher-
order thinking for their integration into creative writing.
Lessons were planned by keeping in mind the cognitive principles of
‘Practice is essential to learning new facts, but not all practice is equivalent’.
(appendix-1)
Four students had shown almost the same results in the practice of spaces
learning (appendix-2)
They used speech marks, punctuation marks and apostrophes very well and
did not mixed the concepts. Feedback was given them accordingly now the
need is to use spaced learning again after some time to make them revise
these concepts again with higher order thinking to use them in their creative
writings to be more clear about the taught concept.
By keeping in mind the levels of blooms taxonomy the planning was done
wisely .it was started with recognition of the concept towards the use of the
concept in their writing.(appendix-1).Annotated lesson plans were made and
implemented accordingly in the class but 4 students were in focused group.
(appendix-2).
Over the course of a 5-year applied research project with more than 1,400
middle school students, evidence from a number of studies revealed that
retrieval practice in authentic classroom settings improves long-term learning
(Agarwal et al. 2009; McDaniel et al., Journal of Educational Psychology
103:399–414, 2011; McDaniel et al. 2012; Roediger et al., Journal
of Experimental Psychology: Applied 17:382–395, 2011a). Retrieval practice,
or the use of quizzes and exams to engage and enhance retrieval processes,
has been widely established as an effective strategy for facilitating learning in
laboratory settings (e.g., Roediger et al. 2011c). In this article, we review
recent findings from applied research that demonstrate that retrieval
practice enhances long-term classroom learning, delayed quizzes are
particularly potent for retention, quizzes benefit students’ transfer to novel
quiz items, and quizzes with feedback improve students’ learning and
metacognitive awareness. In addition to generating evidence to
support retrieval-based learning, these applied research studies also
enhanced the professional development of the teachers, administrators, and
scientists involved in the project. In this article, it is our hope that by sharing
what we have learned from a variety of perspectives, applied scientific
research in K-12 classrooms will continue to be explored and generated at
local, state, and national levels, improving student learning and educational
decision-making.
Third lesson plan was made to show the concept of spaced learning which
was applied after 3 weeks of revision of the concept so that this strategy will
help the students to retain their knowledge and learning for long time.
Students were more focused and attentive while doing their work because
they were applying their learning for the third time after intervals.(appendix-
2) Now they were enjoying their work because the concept was more clear to
them after repetition of the concept . Spaced practice, also known as
distributed practice, has been shown to significantly improve long-term
retention of information (Cepeda et al., 2006; Kang, 2016). This approach
involves spreading out study sessions over time rather than cramming all at
once, leading to better memory consolidation and retrieval (Kornell & Bjork,
2008). During the class rounds it was found that the interest level of the
students will also increased as their retention is increased about a certain
concept. Although it was difficult for them for the first time .
 Bibliography
(Kornell and Bjork, 2008).

(Hausman and Kornell, 2014)

(Carvalho and Goldstone, 2014)

Karpicke, J. D., & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances
learning regardless of relative spacing. Journal of Experimental Psychology: Learning,
Memory, and Cognition, 37(5), 1250–1257. https://doi.org/10.1037/a0023436

(Agarwal et al. 2009; McDaniel et al., Journal of Educational Psychology 103:399–414,

2011; McDaniel et al. 2012; Roediger et al., Journal

of Experimental Psychology: Applied 17:382–395, 2011a)

Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Current
Directions in Psychological Science, 16(4), 183–186.

Kang, S. H. K., & Pashler, H. (2012). Learning painting styles: Spacing is advantageous
when it promotes discriminative contrast. Applied Cognitive Psychology, 26(1), 97–103.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in
verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–
380.
Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning: Policy
implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1),
12–19.
Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the "enemy
of induction"? Psychological Science, 19(6), 585–592.
Appendix-1

Daily Lesson Plan

Day/Date: 23-1-24 Subject: English Class: 3T
Duration: 35 mints Week: 3 Term: II
Topic: Punctuation marks, Speech marks, Apostrophes’
Learning Objectives Learning Outcomes
Recall and apply the rules of punctuation learned Recalled the use of basic punctuation marks
earlier and throughout the course of the year. Explored further the definitions and examples
Use apostrophes to show contractions for pluralism, for the use of all four types of punctuation
possession, and omission. . marks
Identified the correct use of quotation marks

Learning Activities: Time

Activity #1: Show and tell

Punctuation Marks Flash Cards will be shown to the learners to check their prior 5
knowledge.
Speech marks were introduced to the learners.
6
Activity #2: Read aloud Activity
All the students were divided into A and B. A will read Pg#58 of student book and B
will listen. Then B will read pg#59 and A will listen. 8
Pear assessment and
Activity #3: Identify the speech marks and punctuation marks 8
Identify the speech marks and punctuation marks
by making circles around them on pg 58,59. Individual learning
Learners will do exercise pg #55 Part A and Part B

Plenary: Correct answers will be shared for peer-assessment of the work.(partA,B) Peer learning

Assessment Opportunities: Activity 1 and 3

CCL/Real Application: Urdu, History, science
Differentiated Task: pg #58,59 for peer-analysis
Homework: Read pg # 62(A Blinese FolkTale)

Lesson Evaluation (Reflect on what went well and what needs to be improved in the next lesson vis-à-vis students’ progress.)

www: learners took interest in the topic and 80% work was correct.
 EBI: Sentences can be given to write for higher order thinking

Spaced
TCS SIQA Handbook / Lesson plan format / AY 2023-24 learning

Took different
topics of same
Daily Lesson Plan type after
Day/Date: 25-1-24 Subject: English Class: 3T some time.
Duration: 30 mints Week: 3 Term: II
Topic: Punctuation marks, Speech marks, Apostrophes’
Learning Objectives Learning Outcomes
Recall and apply the rules of Recalled the use of basic punctuation marks such as full-
punctuation, Speech marks and stops and commas
apostrophes learned earlier and Identified the correct use of quotation marks
throughout the course of the year. Traced the rules of using quotation marks to show speech
Interleaving:
Spaced Learning:
Learning Activities: Time
Activity #1: Show and tell Topics will be revised after 3 days.

Punctuation Marks, speech marks and apostrophes poster will be shown to recall the 5
concept.

Activity #2: Read aloud Activity 7

All the students will read Pg #62 And circle p unctuation Marks, speech marks and
apostrophes from the text
15

Activity #3: Sentence making

Students will make the sentences of direct speech ,add speech marks ,punctuation
marks and apostrophes in the sentences.

Plenary: Exit card

Assessment Opportunities: Activity 1 and 3

CCL/Real Application: Urdu, History, science
Differentiated Task: Independent work
Homework:

Lesson Evaluation (Reflect on what went well and what needs to be improved in the next lesson vis-à-vis students’ progress.)

www: learners took interest in the topic as it was the revision of the taught concept and
90% work was correct.

EBI: short paragraph can be given to write for higher order thinking
TCS SIQA Handbook / Lesson plan format / AY 2023-24

Inter leaving:

Daily Lesson Plan Took different

topics of same
Day/Date: 13-2-24 Subject: English Class: 3T type ,
Duration: 60 mints Week: 4 Term: II
Topic: Creative writing (Dialogue Writing)
Learning Objectives Learning Outcomes
Recall and apply the rules of Recalled the use of basic punctuation marks such as full-
punctuation, Speech marks and stops and commas
apostrophes learned earlier and Used Punctuation marks, Speech marks, Apostrophes’ in
throughout the course of the year. dialogue writing
Interleaving:

Spaced Learning:
Learning Activities: Time
Activity #1: Talk Time Topics will be revised after a week

Punctuation Marks, speech marks and apostrophes poster will be shown to recall the 5
concept. Class discussion to tell them about their use in dialogue writing.

Activity #2: 15
Speech bubbles will be given to them to fill. They will use punctuation marks and
apostrophes in their sentences. Interleaving
They will check their peer’s work. 05
Peer assessment
Activity #3.
Students will write a dialogue by using punctuation marks, apostrophes’ and speech 30
marks.

Plenary: Recalling of the concept

Assessment Opportunities: Activity 1 and 3

CCL/Real Application: Urdu, History, science
Differentiated Task: Independent work
Homework:

Lesson Evaluation (Reflect on what went well and what needs to be improved in the next lesson vis-à-vis students’ progress.)

www:
EBI
TCS SIQA Handbook / Lesson plan format / AY 2023-24

Appendix-2
Student A

Student B