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Individually/ In pairs
•Look at the picture
•Generate 3 questions about the picture
Leading TogetherKick Off Day
28th April
The Science of Learning
Presenter name
28 April 2018
Leading Together
Module Objectives
• To introduce the cognitive science research base underpinning how pupils learn
• To explore the implications of this research on teaching and learning within your school context
• To use this learning to drive the teaching and learning aspects of your School Improvement Plan
Module Objectives
• To introduce the cognitive science research base underpinning how pupils learn
• To explore the implications of this research on teaching and learning within your school context
• To use this learning to drive the teaching and learning aspects of your School Improvement Plan
What do we already know?
• Let’s Kahoot!
• On your phones, open kahoot.it
Reflection
Does your school have a consistent approach to teaching & learning?
SCIENCE OF LEARNING: THE WHY
Cognitive Science: Rationale
• Strong base of empirical evidence
• Current Scientific Consensus
• Practical Application
• Ease of Articulation & Modelling
Theory 1: Cognitive Load
Theory 2: Building Knowledge
Theory 3: Retrieval & Storage Strength
Session Structure
THEORY 1: COGNITIVE LOAD
@TeachFirst | #TFSI2018
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community.teachfirst.org.uk | @TeachFirst #TFSI2017
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community.teachfirst.org.uk | @TeachFirst #TFSI2017
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community.teachfirst.org.uk | @TeachFirst #TFSI2017
“Cognitive Overload”
community.teachfirst.org.uk | @TeachFirst #TFSI2017*Source: Willingham, D. (2009) Why don’t students like school?
Connect To Practice
Can you think of a time when you’ve experienced a cognitive overload?
How did it impact your learning?
What Do The Experts Say?
On your tables, discuss: How can this be applied to the classroom?
CONCRETE EXAMPLES DUAL CODING
• Using concrete examples to illustrate
abstract ideas
• Things to consider:
• Surface features Vs Underlying concepts
• Multiple examples
• Making the link (why and how the
examples illustrate the abstract
concepts)
• Combining words and pictures while learning
• Makes ideas more concrete & reduces load
on working memory
• Things to consider:
• Different from learning styles
• Don’t over-do
Theory 1: Recap
• Limited capacity of working memory and infinite capacity of long term memory
• Cognitive overload is when all slots of the working memory are filled up
• Concrete Examples & Dual Coding can help us reduce cognitive load
THEORY 2: BUILDING UNDERSTANDING
Individually/ In Pairs
•Look at the picture
•Generate 3 questions about the picture
Do Now: Continued
•Read through the article about the picture
•Now develop three further questions about the picture that you would like answered
Resource: Building Knowledge
Implications
Review the two sets of questions.
Which would support deeper thinking?
Some Types of Long-Term Memory
Episodic Semantic
Building Understanding
So how does building knowledge link to
understanding and complex cognitive skills?
Understanding
Understanding
Understanding
Understanding
Understanding •Level of knowledge and understanding
•Knowledge begets knowledge
•Knowledge & Curiosity
Connect to Practice
Can you think of a lesson you’ve taught or observed in the past few months
where greater focus on knowledge could have benefitted learning?
What Do The Experts Say?
On your tables, discuss: How can this be applied to the classroom?
ELABORATION INTERLEAVING
• Connecting or adding information
• Involves asking “how" and “why" questions
and finding those answers
• Things to consider:
• Pupils focusing on the right information
• Content knowledge to carry out task
effectively
• More useful when pupils familiar with the
topic
• Switching between topics and ideas
• Distinguish between concepts and learn
when to apply which strategy.
• Things to consider:
• Application to problem solving
• Not worth interleaving completely
unrelated material from different
subjects
• In order to build understanding, i.e., enable information to be stored in the long term memory, we need to:• Build Knowledge
• Connect Knowledge
• Episodic memories - useful when we want pupils to remember the experience but we also need to be explicit about what semantic memory we are trying to build
• Elaboration & Interleaving can help to build understanding
Theory 2: Recap
COGNITIVE OVERLOAD
BREAK!
THEORY 3: RETRIEVAL & STORAGE STRENGTH
.
0%
Week 0
100%
Week 1
0%
Week 2
RETRIEVAL STRENGTH
STORAGE STRENGTH
High
Storage
Low
Storage
Retrieval Strength
A measure of how easily recalled something is currently,
given what is relevant to the present situation (does it
come to mind now?)
Some factors that may impact:
• How recent it is
• Stimuli
• Frequency
Retr
ieval Str
ength
Storage Strength
Easily retrieved
Not easily retained
An address I’m
visiting for the first
time
Easily retrieved
Easily retained
My current address
Not easily retrieved
Not easily relearnt
Someone told me
their address earlier,
but I can’t remember
it
Not easily retrieved
Easily relearnt
Address I lived at as a
child
Low
Low
High
High
0%
Week 0
100%
Week 1
0%
Week 2
Connect to Practice
Can you think of a time when you’ve created an opportunity in a topic for
pupils to
-Improve their retrieval strength
-Improve their storage strength
What Do The Experts Say?
On your tables, discuss: How can this be applied to your school?
RETREIVAL PRACTICE SPACED PRACTICE
• Bringing information to mind
• Things to consider:
• Direct & indirect benefits of retrieval
• Pupils practising retrieval on their own
• Re-reading notes is not retrieval
• Some ways of practising retrieval
• Formal Quiz
• Tests
• Flashcards
• Pacing out studying the same information
over multiple sessions rather than cramming
it all into one
• Things to consider:
• Benefits demonstrated in other fields
(Example – learning a musical
instrument)
• Creating opportunities in the classroom
(Example – lagged homework)
Example - Curriculum Re-design (Retrieval & Spaced Practice)
BEFORE
AFTER
• Retrieval strength is how easily recalled something is currently, given what is relevant to the present situation (does it come to mind now?)
• Storage strength is how well a piece of knowledge is connected to other pieces of knowledge in your mind
• Retrieval Practice & Spaced Practice can help us improve the capacity of the long-term memory
Theory 3: Recap
CONTEXTUALISING LEARNING
THEORY PRACTICAL STRATEGIESCognitive Overload
Concrete Examples; Dual Coding
Building Understanding
Elaboration; Interleaving
Retrieval & Storage Strength
Retrieval Practice, Spaced Practice
Which of these strategies interests you the most? Pick 1-2.
How could you pilot this in your department/ classroom?
Resource: Reflection sheet
• Objectives of the session
• Opportunities in Foundation Post-Work
• Addressing outstanding questions
Session Wrap Up
Recommended