Implementation & Culture
How leaders and teachers can embed memory-friendly practice across a school
Turning theory into daily school habits.
1) Why Good Ideas Don’t Stick
Schools are full of good ideas — and full of busy people. Without a clear implementation process, enthusiasm fades and habits revert. The EEF’s core insight applies here: it’s not just what you implement that matters — it’s how you do it.
2) Culture Comes First
Trust
Teachers feel safe to try, fail, and learn. Errors are data, not disobedience.
Dialogue
Staff talk about what’s working — not just what’s required.
Shared Purpose
Everyone sees how memory-friendly teaching helps these pupils now.
Leader Support
Leaders coach and model; they don’t just announce and check.
Bangladesh reality: Start with language that lowers threat — “Let’s pilot this together and learn.” Use observations for coaching, not compliance. Celebrate one teacher’s small win to signal permission and momentum.
3) The Heart of Implementation
| Element | Plain-English Meaning | Bangladesh Reality |
|---|---|---|
| Behaviours | The way people work together: engaging, uniting, reflecting. | Build teacher voice and trust or plans become paperwork. Use short “show & tell” slots in staff meetings for retrieval routines. |
| Context | Systems that make change possible: time, timetables, workload. | Protect five minutes at lesson start for recall; timetable “Friday flashbacks.” Reduce marking to free time for planning retrieval. |
| Process | A step-by-step way to plan, deliver, and sustain. | Aim for fewer, slower, smarter improvements. Pilot; then scale with coaching, not directives. |
4) The Four Phases of Implementation — Memory Edition
🧭 Phase 1: Explore — Understand before you act
- Diagnose the problem: “Students scored well on classwork but forgot by the next unit.”
- Scan current practice: Where (if anywhere) does recall already happen?
- Decide scope: one department, one year group, or one routine (e.g., “Yesterday / Last Week”).
Example (Chattogram): Staff assumed weak grammar; analysis showed weak recall. They piloted 3-minute retrieval starters instead of buying new books — scores rose without extra cost.
🧩 Phase 2: Prepare — Plan it together, not alone
- Co-write a one-page plan (goal, active ingredients, supports, timelines).
- Define non-negotiables: every lesson starts with recall; assessments are cumulative.
- Form a small implementation team (one per subject or phase) with protected meeting time.
Example (Sylhet): To reduce marking load, a team tested whole-class feedback + retrieval checks. Weekly 20-minute huddles → voluntary spread within a term.
🚀 Phase 3: Deliver — Support, don’t supervise
- Run short, repeated training (10–15 min) on how to run recall, interleave, and dual code.
- Leaders visit lessons to coach (“I noticed your prompt made struggle safe — keep that line”).
- Share quick wins each week; problems are surfaced, not hidden.
Example (Dhaka): With “no-hands-up questioning” + recall, leaders offered quiet encouragement, not checklists. Participation doubled in two months.
🌱 Phase 4: Sustain — Keep the good things alive
- Embed in routines: induction pack, observation prompts, meeting agendas.
- Keep it visible: “memory wall” of best recall prompts; spaced-review calendar in staff room.
- Rotate champions annually to spread ownership.
Example (Rajshahi): Reading corners dipped after six months; “book captains” revived usage — ownership matters.
| Phase | Key Actions (Memory-specific) | Leadership Supports | Evidence to Collect |
|---|---|---|---|
| Explore | Audit where retrieval, spacing, and cumulative assessment already exist; identify gaps. | Time for walk-throughs; simple audit template; agree pilot scope. | Baseline recall checks; work samples; teacher survey on current habits. |
| Prepare | Define active ingredients: (1) 3–5 min recall start; (2) weekly interleave; (3) 20% past-term items in tests. | Publish non-negotiables; create exemplars; schedule micro-CPD. | Readiness checklist; timetable evidence (slots protected). |
| Deliver | Coach routines in-class; model safe struggle; share scripts and boards. | Weekly coaching drops; problem-solving huddles; lighten marking. | Recall accuracy/speed trends; observation notes on fidelity (brief). |
| Sustain | Build into induction, planning proformas, and assessment calendars. | Rotate champions; calendar “flashback fortnights;” celebrate wins. | End-of-term retention samples; staff/pupil voice on effectiveness. |
5) Common Traps — with Simple Fixes
| Trap | What It Looks Like | Fix |
|---|---|---|
| Too many initiatives | Every donor/project adds a new focus. | Do fewer, better. One memory focus per term is enough. |
| Lack of teacher voice | Plans written by SLT only. | Co-create in teams; test in one class; scale by invitation. |
| Quick training, no follow-up | One workshop, then silence. | Short, repeated coaching; 10-minute weekly refreshers. |
| No celebration | Effort ignored; energy dips. | Share “one win” in every briefing; notice tiny improvements. |
| Losing momentum | After exams/Eid breaks, routines fade. | Plan “reset weeks” with visible prompts and recall calendars. |
6) Your Implementation Journey — Where to Start
- Explore: Diagnose the problem properly.
- Prepare: Plan collaboratively with clear non-negotiables.
- Deliver: Support teachers as they try it; coach, don’t police.
- Sustain: Protect and celebrate what works; build it into systems.
Remember: implementation is not a checklist — it’s a conversation.
7) Tools & Reading
- EEF: A School’s Guide to Implementation (2024)
- EEF Explore Tool (PDF)
- EEF Implementation Plan Template (PDF)
- EEF Master Implementation Checklist (PDF)
- EBTD BRIDGE Framework – Curriculum & Teaching
8) Final Thought
This page interprets the EEF’s Implementation Guidance for the Bangladeshi context. We link to the EEF’s official tools and do not host or replicate them.
