![Research on how the brain acquires and uses new information
• Draws on the research from cognitive science
• Aligns particularly with cognitive load theory
• ‘There is a limit to how much new information the human brain can process at one time
[…] there are no known limits to how much stored information can be processed at one
time.’ (Centre for Education Evaluation and Statistics: 2017)
Working (short-term) memory vs. long-term memory](https://image.slidesharecdn.com/principlesofinstructionandfeedbackforerasmus-181119134448/85/Principles-of-instruction-and-feedback-for-erasmus-4-320.jpg)
Principles of instruction and feedback for erasmus
- 2. What are the Principles of Instruction? • A ‘check-list’ of ten research-informed principles and suggestions for classroom practice • Based on three sources: • Research on how the brain acquires and uses new information • Research on the classroom practices of those teachers whose students show the highest gains • Findings from studies that taught learning strategies to students
- 3. • Begin each lesson with a short review of previous learning • Present new material in small steps with students practising after each step • Ask a large number of questions and check the responses of all students • Provide models • Guide student practice • Check for student understanding • Obtain a high success rate • Provide scaffolds for difficult tasks • Require and monitor independent practice • Engage students in weekly and monthly review What are the Principles of Instruction?
- 4. Research on how the brain acquires and uses new information • Draws on the research from cognitive science • Aligns particularly with cognitive load theory • ‘There is a limit to how much new information the human brain can process at one time […] there are no known limits to how much stored information can be processed at one time.’ (Centre for Education Evaluation and Statistics: 2017) Working (short-term) memory vs. long-term memory
- 5. The learning journey The working memory bottleneck Long-term memory storehouse Learning Remembering
- 6. The learning journey The working memory bottleneck Long-term memory storehouse Learning Remembering Lost Forgotten
- 7. fixed, limited and easily overloaded almost unlimited An average person can only hold about four chunks of information in their working memory at one time (Cowan, 2001)
- 8. ‘If nothing has been changed in long-term memory, nothing has been learned’ Kirschner, Sweller and Clark (2006) So the aim of all instruction should be to improve long-term memory
- 9. Schools may only focus on this The working memory bottleneck Long-term memory storehouse Learning
- 10. Or maybe only this The working memory bottleneck
- 11. So this happens at end of year assessments.
- 12. We need to concentrate on augmenting remembering The working memory bottleneck Long-term memory storehouse Remembering
- 13. •What makes effective feedback? What are the expectations in your department? •How can we engage students in feedback? •How detailed should comments be? •How often should we be marking like this? Ineffective Feedback Effective Feedback What Does Good Feedback Look Like?
- 14. What do the codes mean? What you can do to improve? QF: Question Focus Some parts of your response are too descriptive and lack a focus on the question. Some points may be irrelevant. QF: Question Focus Read the question very carefully. Highlight the key words to help you remain focused. Think very carefully about the opening and closing sentences of your paragraphs. Is there a clear point at the start and a strong link to the question at the end? NC: Not Clear Written expression needs some attention: e.g. your sentences are not explaining ideas in a coherent way. NC Not Clear Re-read what you have written very self-critically. Have you expressed yourself clearly? Look carefully at what you have actually written—not what you think you have written. Will someone else understand what you have written? Check the structure of your sentences. EV: Evidence Arguments are not well supported. Either there is a lack of evidence or your chosen quotations do not sufficiently support your point/help answer the Q. EV: Evidence Ensure that you have chosen evidence which links to your point and helps you to answer the question. Select evidence carefully and make sure you embed quotations clearly into your writing. EX: Explanations Your explanations are not detailed enough and/or need more specific references to the question. EX: Explanations Ensure that you have explained your evidence and linked it back to the point and overall question clearly and concisely. LA: Language Analysis Your writing lacks detailed and thoughtful analysis of language. LA: Language Analysis Have you chosen particular words/phrases for analysis? Have you discussed multiple connotations and interpretations? Have you discussed the impact such language has on the reader/audience? C: Context Your writing lacks contextual information C: Context Have you included relevant context? Is it interwoven into your argument? AU: Audience Your writing lacks a focus on the audience’s response. AU: Audience Have you said how the audience would feel/think and why? SPaG: Spelling, Punctuation & Grammar Your essay contains a number of important spelling errors of technical terms and may lose you marks SPaG: Spelling, Punctuation & Grammar Study common spelling errors and practice writing them out repeatedly so you learn to spell them correctly—especially if they include technical words that the examiner will expect you to know. V: Vocabulary Your writing may include vocabulary which is unclear or inappropriate to the task. You may have also repeated vocabulary or misunderstood the meaning of some words. V: Vocabulary Check your vocabulary choice. Have you used terms of possibility? Have you varied your connectives? Have you used words in the correct context?
- 15. Closing the Gap • Students become familiar with the marking codes • Students understand the codes and how to apply them to their own work • Students respond to feedback • Students re-draft work
- 18. Ways Forward • Provide systematic feedback to students • In verbal feedback, praise the process not the outcome – encourage discussion • Train students to respond to feedback independently • Create time for reflection and improvement • Train students to self and peer evaluate from the start • Provide models of what is expected and help students bridge the gap between their work and the exemplar material
- 19. Pour réviser…
- 20. Pour commencer… Traduisez les phrases en anglais. J’en fais beaucoup Elle n’en fait pas Non, j’en ai trois Ils en mangent tous les samedis Il y’en a plusieurs
- 21. e.g. habiter Present tense ‘nous’ form = nous habitons Take off the ‘ons’ = habitons Add the endings for the different people: J’habit_____ Tu habit_____ Il/elle/on habit_____ Nous habit_____ Vous habit_____ Ils/elles habit_____ ais ais ait ions iez aient
- 22. Comment dit-on…? I used to watch Step 1: Find the ‘nous’ form of the verb in the present tense: regardons Step 2: Take off the ‘ons’: regardons Step 3: Add the correct ending for the person: je ais tu ais il/elle/on ait nous ions vous iez ils/elles aient Je regardais
- 23. Sur les petits tableaux blancs, écrivez la phrase à l’imparfait: I used to play Je jouais
- 24. Sur les petits tableaux blancs, écrivez la phrase à l’imparfait: I used to have J’avais
- 25. Sur les petits tableaux blancs, écrivez la phrase à l’imparfait: He used to go Il allait
- 26. Sur les petits tableaux blancs, écrivez la phrase à l’imparfait: I used to be/I was J’étais Remember ‘être’ is the only verb with an irregular stem - ét
- 27. Pour commencer…Below are some expressions which can be used to develop your writing and speaking about where you live, by increasing the range of your language. Match up the English and the French: 1. de l’un côté… 2. de l’autre côté… 3. en plus… 4. ce que j’aime 5. ce que je n’aime pas 6. qui se trouve… 7. car… 8. puisque… 9. il y a… 10.l’inconvénient, c’est que… 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ 6. ______________________ 7. ______________________ 8. ______________________ 9. ______________________ 10. ______________________ which is found because since there is what I like what I don’t like in addition on the one hand… on the other hand… the disadvantage is that…
- 28. Les avantages et les inconvénients d’habiter en ville J’habite un bel appartement au centre de Londres. J’aime habiter en ville parce qu’il y a beaucoup de distractions et mon quartier est intéressant. C’est trop bruyant parce qu’il y a beaucoup d’embouteillages. Pour améliorer le paragraphe, adaptez-le pour gagner plus de varieté en utilisant les mots et phrases ci-dessous:
- 29. Les avantages et les inconvénients d’habiter en ville J’habite un bel appartement au centre de Londres. J’aime habiter en ville parce qu’il y a beaucoup de distractions et mon quartier est intéressant. C’est trop bruyant parce qu’il y a beaucoup d’embouteillages. Pour améliorer le paragraphe, adaptez-le pour gagner plus de varieté en utilisant les mots et phrases ci-dessous:
- 30. ‘When re-reading Rosenshine’s principles, I am struck by just how simple it all sounds. But this shouldn’t be surprising. Teaching, at its core, is simple. Recap previous information, input of new information, apply it, test and respond. However, doing these simple things well is complex and deserves some consideration.’ Mark Enser Head of Geography and blogger, Heathfield Community College
- 31. References and acknowledgements Centre for Education Statistics and Evaluation, NSW Department of Education (2017) Cognitive load theory: research that teachers really need to understand. https://www.cese.nsw.gov.au//images/stories/PDF/cognitive-load-theory-VR_AA3.pdf Cowan, N (2001) The magical number 4 in short-term memory: A reconsideration of mental storage capacity, Behavioural and Brain Sciences, 24:1, 87-114 Enser, Mark https://heathfieldteachshare.wordpress.com/2018/04/23/putting-theory-into-practice/ 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 https://www.tandfonline.com/doi/pdf/10.1207/s15326985ep4102_1?needAccess=true Rosenshine, B. (2012) Principles of Instruction: Research based principles that all teachers should know. American Educator, Spring 2012. http://www.aft.org/pdfs/americaneducator/spring2012/Rosenshine.pdf Sealy, Clare @ClareSealy
Editor's Notes
- #13: Learning is an extended process that can’t happen in a single lesson. If we want to improve learning we need to focus lot more on systems that foster remembering.