information for session facilitator length: 60 mins ... · session outcomes: • describe the...

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Effective Learning Strategies (Part 2) (Week 4, Friday 19 July)

Session outcomes:

• describe the Ebbinghaus Forgetting Curve

• explain what retrieval and storage strength is and why this is important for learning

• apply two of the principles of cognitive science to their planning

SI PDF: 1.1, 2.3, 3.1

Context:

At Teach First we believe that cognitive science supports teacher development and our approach is informed by a range of

research such as Deans for Impact, Learning About Learning and Principles of Instruction. The introduction to cognitive science

during Summer Institute focuses on the principles of learning in line with the Summer Institute Participant Development

Framework.

Importantly, we are presenting one view of learning, of which participants will be exposed to many. It is important to emphasise

throughout participants' time on the PDGE they will be asked to critically analyse the role of different approaches that impact

on teaching and learning and their own practice. For the purposes of Summer Institute, we have decided to focus on one,

cognitive science.

Links to other sessions:

Effective Learning Strategies (Part 1)

Teaching Tricky Concepts

Resources:

Online curriculum

Length: 60 mins

Facilitator: PDL

Phase: C/P

INFORMATION FOR SESSION FACILITATOR

https://deansforimpact.org/wp-content/uploads/2016/12/Practice-with-Purpose_FOR-PRINT_113016.pdf

http://www.nctq.org/dmsView/Learning_About_Learning_Report

https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf


Do Now

On a blank piece of paper, draw and label our simple model about working and long-term memory.


Effective Learning Strategies (Part 2)


Session overview: PDF links

Standard/s

• Theme 1: Subject knowledge and pedagogy

• Theme 2: Plan Effectively

• Theme 3: Instruction

PDF theme/s

• 1.1 Applies the Effective Learning Strategies to their teaching

• 2.3 Plans clear, concise instructions and explanations to support pupil learning

• 3.1 Presents ideas, knowledge and concepts clearly (e.g. clear modelling/dual coding) and concisely in order to support pupil understanding and avoid cognitive overload


Session outcomes

By the end of the session participants will be able to:

• describe the Ebbinghaus Forgetting Curve

• explain what retrieval and storage strength is and why this is important for learning

• apply two of the principles of cognitive science to their planning


Cognitive science at SI

Pre

-SI Participant

Preparation Course

Week 1 Effective

Learning Strategies part 1 W

eek 2 SCL Observations and Application

Pre-work video

Week 3 SCL

Observations and Application

Pre-work video

Week 4 Effective

Learning Strategies part 2 W

eek 5 High

Leverage Practices


0%

Week 0

100%

Week 1

0%

Week 2


High

Storage

Low

Storage


Re

trie

va

l str

en

gth

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


0%

Week 0

100%

Week 1

0%

Week 2


Types of memory stored long-term

Explicit

Declarative

Episodic Semantic

Implicit

Procedural


Types of memory stored long-term

Episodic Semantic


A few important questions

1. What is learning?

2. What is understanding?

3. What is intelligence, and can it increase?

4. How can we teach complex cognitive skills?


Understanding


A few important questions

1. What is learning?

2. What is understanding?

3. Why might some pupils have better developed schemas around topics taught in school? What advantages might this cause?

4. What implications does this have for your teaching?


Implications and application


Which of the

strategies would

support strengthen

retrieval and

storage strength?

3 minutes


Apply it

• Where have you seen evidence of spaced practice in people's planning and teaching?

• What was the teacher aiming to achieve through using this method?

• What is the time gap that has been provided for pupils before returning to the content, concept or topic?

• How could you incorporate spaced practice into your teaching?


Apply it

• What, if any, retrieval practice have you seen?

• What, if any, of the following examples have you seen?

• Retrieving from memory

• Low-stakes and/or self quizzes

• Flashcards

• What were you or the teacher aiming to achieve? What was the impact that you could see?


Which of these statements best describes episodic memory?

1. A person's memory of facts accumulated over their lives

2. A person's unique memory of a specific event

3. A memory that is easy to retrieve


Around a particular topic, some people are able to learn and apply things more quickly than others because:

1. They possess more, well-organised knowledge

2. They have developed their working memory capacity

3. They are naturally gifted


Which of these statements is true?

1. Storage strength varies between people

2. Retrieval strength varies between people

3. Storage strength varies between memories


If something is easy to remember, and this doesn’t change over a long period of time, then the memory:

1. Has a high storage strength

2. Has a low storage strength

3. Might have a high storage strength


Success criteria

• Be able to describe the Ebbinghaus Forgetting Curve

• Be able to explain what retrieval and storage strength is and why this is important for learning

• Apply two of the principles of cognitive science teaching

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information for session facilitator length: 60 mins ... · session outcomes: • describe the...

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