Transcript Sandringham Memory for the classroom

Sandringham Staff Conference
Sandringham School
January 5th 2017
Source of image: belmontteach.files.wordpress.com
Willingham, D. T. (2009). Why students don’t like school: A cognitive scientist answers questions about how the mind works and what it means for your classroom.
Long-term Memory
Baddeley, A. (2003). Working memory: looking back and looking forward. Nature reviews neuroscience, 4(10), 829-839.
Limited capacity
• Involves conscious, effortful thinking
• Around 4 ‘chunks’ of information
• Easily overloaded
Warning signs include
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incomplete recall
failure to follow instructions
place-keeping errors
task abandonment
Gathercole, S. E., Lamont, E. M. I. L. Y., & Alloway, T. P. (2006). Working memory in the classroom. Working memory and education, 219-240.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1-4.
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Pomerance et al (2016). Learning about learning: What every new teacher needs to know. National Council of Teacher Quality
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• “Students learn new ideas by reference to ideas they
already know”
• “Each subject area has some set of facts that, if
committed to long-term memory, aids problem-solving”
• Transfer to novel problems (e.g. critical thinking, analysis
and evaluation) requires this knowledge to be available
within long-term memory
• Without this knowledge, working memory risks
becoming quickly overloaded
Willingham, D. T. (2002). Ask the Cognitive Scientist Inflexible Knowledge: The First Step to Expertise. American Educator, 26(4), 31-33.
Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact
What’s one limitation of working memory?
What’s one way to reduce the load on working memory?
How does long-term memory help working memory?
Source of image: courses.lumenlearning.com
• A schema is a framework that helps organise and interpret information.
• A mental plan or set of instructions used to deal with new experiences.
• Requires minimal mental effort to apply a schema (but more influenced by
bias and misconceptions)
Example: Visiting a restaurant
Source of image: www.clipartpanda.com
Simple example: The power of ‘chunking’
DWT CPO HAC AOG TOI GPT
DOG CAT PIG COW TOP HAT
Didau, D. & Rose, N. (2016) What every teacher needs to know about psychology. John Catt
Rule is: If there is a ‘D’ on one side of the card,
there must be a ‘3’ on the other.
Which cards do you need to flip to test this
rule?
Rule is: If the person is having a beer, they
must be over 18.
Which drinkers would you check to ensure no
underage drinkers?
Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive
tasks. Educational Psychology Review, 24(1), 27-45.
• Novices lack the schemas to easily integrate new information with
their prior knowledge
• Experts' memories are organised differently than novices'
• Novices categorise problems based on superficial features of
problems
Kirschner, P. A., Sweller, J., & 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. Educational psychologist, 41(2), 75-86.
Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact
Why is a crossword likely better than a word search?
Why should we try to link abstract concepts to concrete
representations?
What’s one way in which novices think differently to experts?
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.
Murre, J. M., & Dros, J. (2015). Replication and Analysis of Ebbinghaus’ Forgetting Curve. PloS one, 10(7), e0120644.
‘Forgotten’ material relearnt quicker and retained longer each time
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.
Murre, J. M., & Dros, J. (2015). Replication and Analysis of Ebbinghaus’ Forgetting Curve. PloS one, 10(7), e0120644.
Encourage retrieval practice over time rather than promoting ‘cramming’
Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in
Memory and Cognition, 1(4), 242-248.
Use low-stakes quizzing rather than re-studying to enhance learning
Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in
Memory and Cognition, 1(4), 242-248.
What advice would you give to a student revising for exams
based on the research into forgetting?
Pairing graphics with words.
Young or old, all of us receive information through two primary
pathways — auditory (for the spoken word) and visual (for the
written word and graphic or pictorial representation). Student
learning increases when teachers convey new material through
both.
Linking abstract concepts with concrete
representations.
Teachers should present tangible examples that illuminate
overarching ideas and also explain how the examples and big
ideas connect.
Pomerance et al (2016). Learning about learning: What every new teacher needs to know. National Council of Teacher Quality
Repeatedly alternating problems with their solutions
and problems students must solve.
Explanations accompanying solved problems help students
comprehend underlying principles, taking them beyond the
mechanics of problem solving
Posing probing questions.
Asking students “why,” “how,” “what if,” and “how do you
know” requires them to clarify and link their knowledge of key
ideas.
Pomerance et al (2016). Learning about learning: What every new teacher needs to know. National Council of Teacher Quality
Distributing practice.
Students should practice material several times after learning
it, with each practice or review separated by weeks and even
months.
Assessing to boost retention.
Beyond the value of formative assessment (to help a teacher
decide what to teach) and summative assessment (to
determine what students have learned), assessments that
require students to recall material help information “stick.”
Pomerance et al (2016). Learning about learning: What every new teacher needs to know. National Council of Teacher Quality
What were the six ‘good bets’ for teaching arising from
cognitive science?
Didau, D. & Rose, N. (2016) What every teacher
needs to know about psychology. John Catt
Blog: evidenceintopractice.wordpress.com
Twitter: @Nick_J_Rose