The job of the teacher is to design environments in which the accountant in each student’s brain joyfully ignites the large human neocortex to engage deeply in their work. The job isn’t simply to present material. The job isn’t to sort students into strong, average, and weak buckets. The job is to find the flow zone of each and every student. Read more thoughts on the neuroscience of learning from Interim Head of School Steve Wilkins: Thinking and Emotions are Forever Connected https://hubs.ly/Q02KTd2-0
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As I have mentioned in previous posts, I'm always looking for real facts and science based tips related to the learning process 🤓. It is amazing "learning how to learn" and understanding the tips that are supported by science findings and practical insights. I recently found a very interesting article titled "Teaching the science of learning" which focuses on how educators (and us) can leverage cognitive science principles to improve learning when studying. Here's a summary of the key elements and examples provided: Key elements: 📌 Spacing: Spreading out learning sessions over time, instead of cramming information all at once. This allows for better retention and retrieval of information. 📌 Interleaving: Mixing up the practice of different concepts or skills during a learning session, rather than focusing on one at a time. This helps students develop a deeper understanding of the relationships between concepts. 📌 Retrieval practice: Actively testing students' knowledge through activities like quizzes, flashcards, or self-explanation, which strengthens memory and learning. 📌 Providing feedback: Offering specific and timely feedback to students on their learning progress, allowing them to identify and address any misunderstandings. 📌 Metacognition: Encouraging students to reflect on their own learning process, including their strengths, weaknesses, and learning strategies. This empowers them to take ownership of their learning journey. Examples: 📌 Spacing: when studying, revisit key concepts from previous weeks throughout the semester, or assign spaced repetition practice exercises. 📌 Interleaving: if learning math, you could alternate between practicing one type of problem and other type of problems within the same lesson. This could be extended to change subjects too. 📌 Retrieval practice: incorporate short quizzes at the beginning of the study to review previously learned material. 📌 Providing feedback: get written feedback on assignments from tutor or mentor, or hold individual conferences with other students or classmates to discuss their progress. 📌 Metacognition: prompt yourself or students or classmates to reflect on their study habits and identify areas for improvement, or ask yourself or friend to explain their thought process when solving problems. By incorporating these evidence-based practices into your studying process, you can create more effective learning experiences for yourself or others, fostering deeper understanding and long-term knowledge retention. I would love to hear your thoughts about it and if you know if some of them are really practical. For more information, here the article from Weinstein and colleagues (2018)
Teaching the science of learning - Cognitive Research: Principles and Implications
cognitiveresearchjournal.springeropen.com
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From students seeking to learn more effectively to educators looking for improved teaching methods, cognitivism offers valuable insights for everyone involved in the learning process. https://bit.ly/3RFJuG8
Cognitivism Learning Theory, Strategies and Examples - Educational Technology
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Vicarious learning is learning by observing the experiences of others without performing them directly. Humans can learn new behavior by direct experience or observing others’ behavior and consequences. Babies learn by mimicking their parents. Toddlers learn to talk from hearing conversations. We adopt complex behavior and views, such as social etiquette or gender roles, because “this is what others normally do.” This kind of learning experience is called vicarious learning, also known as observational and imitative learning. In vicarious learning, the learner attentively observes the actions of others, retains, and then mimics them. In the 1960s, Canadian-American psychologist Albert Bandura did a series of experiments to acknowledge whether social behaviors could be accrued by observation and imitation. The experiments were collectively known as... Keep reading: Explore the full picture and discover valuable insights. Click here to access the full article. https://bit.ly/3TbvKnF #VicariousLearning
Why You Need to Deploy Vicarious Learning Theories in Workplace Training
learningeverest.com
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The Vision: Transforming Learning with Cognitive Science In today’s evolving educational landscape, integrating cognitive science into teaching is essential for enhancing learning outcomes. Our project is dedicated to revolutionizing education by applying evidence-based cognitive strategies in the classroom, empowering educators and students alike. Mission and Purpose Our mission is to bridge the gap between cognitive research and educational practice. We aim to provide educators with practical tools from cognitive science to improve teaching effectiveness. By making research accessible and actionable, we align teaching methods with how students learn best. Enhancing Teaching Outcomes with Cognitive Science Cognitive science explores how the brain processes and retains information. Leveraging these insights allows educators to design instruction that maximizes learning. A key strategy is retrieval practice—actively recalling information to strengthen memory. This technique is more effective than passive review. As highlighted in The Retrieval Practice Guide by Agarwal et al. (2019): “Retrieval itself…is a powerful way to enhance meaningful learning of critical content.” (p. 4) Implementing retrieval practice can involve quizzes, flashcards, or practice tests. These activities reinforce learning and identify areas needing support. Another effective approach is spaced repetition, reviewing material at increasing intervals. This combats forgetting by reinforcing information just as it’s about to fade, aiding long-term retention. Encouraging metacognition, or awareness of one’s learning processes, is also vital. By reflecting on their understanding and study strategies, students become self-regulated learners. Educators can promote metacognition by prompting students to assess their comprehension. By incorporating these cognitive strategies, educators create more engaging and effective learning experiences. Cognitive science provides a framework for understanding learning, enabling teachers to apply methods proven to enhance student outcomes. Conclusion Embracing cognitive science in education represents a transformative vision. Our project is committed to equipping educators with the insights and tools needed to apply cognitive principles. Adopting strategies like retrieval practice, spaced repetition, and metacognition not only improves teaching outcomes but also contributes to a more effective educational system. For educators interested in exploring these strategies further, The Retrieval Practice Guide by Agarwal et al. (2019) offers valuable insights on implementing cognitive science principles in the classroom. Reference: Agarwal, P. K., Roediger, H. L., McDaniel, M. A., & McDermott, K. B. (2019). The Retrieval Practice Guide. Retrieved from retrievalpractice.org
Unleash the Science of Learning – Retrieval Practice
retrievalpractice.org
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When we, as educators, seek to grow, learn, and evaluate the tools we use to climb out of the Learning Pit, we act as models for our students. Whether walking beside them on a trail in the White Mountains or seeking new knowledge, students learn to trust that we are all in this TOGETHER. Read more - Learning and the Brain: The Brain Takes on a Challenge https://hubs.ly/Q02NY4BD0
Learning and the Brain: The Brain Takes on a Challenge
proctoracademy.org
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Every few years, a book is published for a lay audience that reports major findings in cognitive psychology related to learning or what is sometimes called the science of learning. For those of us outside the discipline, they provide an accessible means of staying abreast of new findings as well as an opportunity to think of ways to make our teaching more effective. The trick of course, is translating general recommendations into specific pedagogical practices. Here we will share the central findings of one such book we have found useful, Brown, Roediger, and McDaniel’s, Make it Stick: The Science of Successful Learning. We will present these as countering certain widely accepted myths about learning. We hope doing so will help you to design pedagogical strategies that promote learning that “sticks.” https://lnkd.in/gS-W92Hx
Takeaways from Make it Stick: The Science of Successful Learning
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https://lnkd.in/gZshUDCp My TRIO Coach sent me this article a while ago on ways to help my learning retention. What interests me in this article was the Howard Gardner Multiple Intelligence theory, he came up with 8 different ways of how people are intelligent and how that fits to how that person learns. Now learning styles and intellect is not linear. We have a various way of how we learn, and it is kind of why professors and educators cannot teach how everyone learns. The student shows up to class and take notes from how the professor teaches and what they want the students to learn. In our self-study whether you are in class or not, just learning for fun. You know how learn and how you interpret material. In school setting you have to adapt in the classroom to the professors teaching and then afterwards you find a way to retain that information and lesson based on your way of learning and how you best connect with the material. How do you learn? What is your multiple intelligences from the 8 ways Gardner mentions at the bottom this article? Comment below! #8multipleintelligences #HowardGardner #LEARN #YOURALLSMART #retention
Brain-based Techniques for Retention of Information | School of Medicine
medicine.llu.edu
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It has been inspiring to have the possibility to devote time to learn about best, current, and evidence based practice, and with our curriculum team use this to innovate and develop new frameworks. Our Integrated English approach combines explicit instruction and inquiry, creating rich, deep learning experiences that enable students to connect foundational skills with active exploration. Through structured guidance, students access prior knowledge and build new skills and knowledge, preparing them to tackle complex questions and inquiry with critical and creative thinking. The result? Students not only master content (not forgetting skills in reading and writing) but learn to apply it in meaningful, real-world contexts. #GradualRelease #ExplicitInstruction #InquiryBasedLearning #CriticalThinking #EducationInnovation #EvidenceBasedPractice
Blending Direct Instruction and Inquiry-Based Learning
edutopia.org
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What makes a task feel easy or hard? The perceived difficulty of a task can often be explained by the concept of "cognitive load." When a task exceeds our limited working memory capacity, it can feel challenging or even impossible to complete. We can help students develop cognitive habits that automate thinking skills, enabling them to focus on new concepts. Thinking Maps assist students in creating deep structures for critical thinking, reducing the cognitive load of rigorous assignments. Rigorous academic tasks involve both the content (what students need to learn) and the cognitive actions we want students to perform (apply, evaluate, compare, explain, etc.). Students must grasp both the material and the type of thinking required. Without an understanding of academic vocabulary and critical thinking skills, students spend too much mental energy deciphering instructions instead of engaging with the material. Their working memory becomes overwhelmed, leaving little room for learning and schema building—this is cognitive load in action. A deep structure for critical thinking helps students: -Recognize the type of thinking required by identifying academic vocabulary in prompts (e.g., describe, compare, explain, determine impact) -Activate the higher-order thinking skills needed for the task By explicitly teaching these critical thinking skills, we enable students to develop habits of thinking that lead to success. As students build a structure for critical thinking, these skills become automated, reducing the cognitive load of tasks. This allows students to focus their mental energy on the content rather than the task instructions. #Education #CriticalThinking #StudentSuccess https://ow.ly/pZU850SxwUZ
Lightening the Cognitive Load » Thinking Maps
thinkingmaps.com
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Throughout my teaching career, I have consistently updated my course materials, informed by personal reflection. Now, I am shifting my focus from improving teaching methods to helping students navigate their own learning struggles. My goal is to guide them in discovering solutions by grappling with the “how” and “why” themselves. While I acknowledge that artificial intelligence offers general insights based on collective knowledge, it lacks an understanding of the deeper reasons behind human struggles. Though I don’t always fully grasp why my students face challenges, I know that my personal experience with struggle equips me to support them in ways that AI cannot. My current understanding of students and this era is that, because they’ve been trained to acquire knowledge efficiently by focusing on achievements, they often miss the opportunity to develop true insight. Instructors frequently provide step-by-step instructions, but genuine insight emerges when students move beyond those steps, understanding concepts even when they cannot fully articulate them. Alongside insight, strong analytical skills are equally important, as they enable students to break down complex problems and think critically. Both insight and analytical skills should be rooted in scientific reasoning if we want our students to apply evidence-based practice effectively in their future work.
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