Key points from Science of Learning
I have been reading a lot about the science of learning lately, in particular around cognitive science. This explains empirically what works in terms of memory, which obviously impacts learning. I have boiled it down to 6 key points that I think all teachers should be aware of.
I have been reading a lot about the science of learning lately, in particular around cognitive science. This explains empirically what works in terms of memory, which obviously impacts learning. I have boiled it down to 6 key points that I think all teachers should be aware of.
- Learning is not the same as performance (Soderstrom and Bjork, 2015)
- Learning is a change in long-term memory (Kirschner et al, 2006)
- Learning is built upon prior knowledge (Willingham, 2006)
- Learning is effortful and requires spaced retrieval (Bjork, 2018)
- Memory is the residue of thought (Willingham, 2010)
- Working memory is limited (Sweller et al, 2011)
I will be writing a more in depth blog post about this in the upcoming weeks.
My plan is to incorporate these into the staff training programme for the next year, but I have not decided how best to go about this just yet.
My plan is to incorporate these into the staff training programme for the next year, but I have not decided how best to go about this just yet.
References
Bjork Learning and Forgetting Lab (2018) Research [ONLINE] Available at: https://bjorklab.psych.ucla.edu/research/. [Accessed 4 July 2018].
Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching, Educationsal Psychologist, 41(2), 75-86.
Soderstrom, N. C., and Bjork, R. A. (2015) Learning Versus Performance: An Integrative Review, Perspectives on Psychological Science, 10(2), 176-199.
Sweller, J., Ayres, P., and Kalyuga, S. (2011) Cognitive Load Theory, Springer.
Willingham, D. T. (2006) How Knowledge Helps, American Educator, Spring.
Willingham, D. T. (2010) Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for Schools, Jossey Bass.
Bjork Learning and Forgetting Lab (2018) Research [ONLINE] Available at: https://bjorklab.psych.ucla.edu/research/. [Accessed 4 July 2018].
Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching, Educationsal Psychologist, 41(2), 75-86.
Soderstrom, N. C., and Bjork, R. A. (2015) Learning Versus Performance: An Integrative Review, Perspectives on Psychological Science, 10(2), 176-199.
Sweller, J., Ayres, P., and Kalyuga, S. (2011) Cognitive Load Theory, Springer.
Willingham, D. T. (2006) How Knowledge Helps, American Educator, Spring.
Willingham, D. T. (2010) Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for Schools, Jossey Bass.
T&L Newsletter 5
I published the latest issue of our T&L Newsletter last week, which can be found here (https://drive.google.com/file/d/1RGSA7beQAJ0zDGl_78h2x2Akm3y1liwZ/view?usp=sharing). I have enjoyed putting this together, and staff seem to be looking at it. I print copies to leave in the staffroom for people to have a look at, as well as emailing it round to all staff.
I published the latest issue of our T&L Newsletter last week, which can be found here (https://drive.google.com/file/d/1RGSA7beQAJ0zDGl_78h2x2Akm3y1liwZ/view?usp=sharing). I have enjoyed putting this together, and staff seem to be looking at it. I print copies to leave in the staffroom for people to have a look at, as well as emailing it round to all staff.
Introducing Logarithms with S4
I blogged about a series of lessons I did on Logarithms with my S4 class here.
I blogged about a series of lessons I did on Logarithms with my S4 class here.
Class Website
I finally got round to updating my class website to include all the resources for the IGCSE course (http://classes.interactive-maths.com/igcse.html), so that students can use it in preparation for their mocks. For each unit I copy the objectives from our scheme of work, and link to a video for as many as I can. Then I include the work booklet that I print and give to all students, and the PowerPoint lessons, which include solutions to exercises, and the notes that students have to fill in on the work booklet.
I finally got round to updating my class website to include all the resources for the IGCSE course (http://classes.interactive-maths.com/igcse.html), so that students can use it in preparation for their mocks. For each unit I copy the objectives from our scheme of work, and link to a video for as many as I can. Then I include the work booklet that I print and give to all students, and the PowerPoint lessons, which include solutions to exercises, and the notes that students have to fill in on the work booklet.
Make It Stick
I recently finished the book Make It Stick, and wrote a summary of the main ideas for our school T&L Blog (http://markhamtl.wixsite.com/teaching-learning/single-post/2018/07/11/Make-It-Stick).
I recently finished the book Make It Stick, and wrote a summary of the main ideas for our school T&L Blog (http://markhamtl.wixsite.com/teaching-learning/single-post/2018/07/11/Make-It-Stick).
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