I have read through the latest Chartered College of Teaching journal over the past few weeks. “Impact” shares summaries of some recent evidence based research in education.
I set myself the challenge of picking out just one quote from each article to share with staff at outback school, to ask them to reflect on the one that resonates most with them a task this time. I didn’t quite succeed, but have not quoted from every article, so that there is still reasonable amount and balance.
If you had to pick one idea, which would it be and why?
“Just as plants can be nurtured through gardening, so the brain can be shaped and moulder through teaching.” Sarah-Jayne Blakemore
“Effective teachers communicate clearly and concisely, with efforts to minimise distraction. For new learning to be acquired in an educational and meaningful sense, it must be connected to prior knowledge, which requires two way communication.” Paul Howard-Jones et al
“When we consolidate our learning, it not only becomes permanent, but accessing it becomes easier and quicker, demanding less conscious effort.” Paul Howard-Jones et al
“The need for engaging opportunities that challenge students to apply and test their knowledge in low-risk tasks that are free from anxiety.” Paul Howard-Jones at al
“In the absence of a one-size-fits-all prescription for effective teaching, teachers must constantly make decisions based on their own ideas of how learning proceeds and what they observe occurring in their classrooms.” Paul Howard-Jones et al
“Teachers can also provide scaffolding to help their students achieve success initially, and then slowly make retrieval more difficult as the students become more comfortable with the material.” Megan A Sumeracki
Cognitive Load Theory: “The cognitive load in a task is the amount of cognitive effort required by a person to perform the task.” Dominic Shibli
Intrinsic Cognitive Load: the inherent difficulty of the material
Reduce: breaking down content, sub tasks.
Extraneous Cognitive Load: the Load generates by the way the material is presented
Reduce: clear instructions, simple to complex sequencing, start modelling examples, students apply to new question / context.
Germane Cognitive Load: the elements that aid information processing
“If subject knowledge is incomplete, the student is unable to fall back on the long-term memory and the working memory becomes overloaded.” Dominic Shibli
“Threshold concepts…portals to new or transformed understanding.” Niki Kaiser
Six ways visuals help learning:
1. Support attention
2. Activate or build prior knowledge
3. Minimise Cognitive Load
4. Build mental models
5. Support transfer of learning
6. Make use of dual coding
“To maximise the chance of learning new material, students’ knowledge of past topics should be committed to their long-term memory.” Caroline Creaby et al
“We know that sleep is fundamental for learning, memory consolidation and information processing, alongside restoration and repair of the body…insufficient sleep is associated with reduced attention, impaired learning, poorer academic performance and also mood and emotional deficits.” Rachel Sherman et al
“Students need to try new strategies and seek input when they’re stuck. They need this repertoire of approaches – not just sheer effort – to learn and improve.” Carol Dweck
“A Growth Mindset can make the difference between someone avoiding challenge and failure, and someone embracing it for the sake of learning.” Carol Dweck
“Where grouping by attainment is used, there is often conflation of the concept of ‘prior attainment’ with ‘ability’.” Becky Francis et al
“The goal of guided play is that children take charge of their own learning and teachers use their expertise to scaffold children’s learning by designing materials and providing prompting and feedback.” Rebecca Merkley et al
“Parents and teachers attitudes toward maths can influence their children’s mathematical achievements.” Beilock and Maloney
“Vocabulary is one of the strongest predictors of children’s educational success.” Tanya M Paes et al