The Science of Learning: implications for modern teaching
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The document explores the challenges and advancements in teaching methodologies, emphasizing the need for tools that enhance teaching competence. It highlights historical developments in educational technology and the impact of cognitive science on learning, alongside cultural considerations in education. The aim is to connect research on how students learn with practical applications for educators, fostering a more effective learning environment.
The Science of Learning: implications for modern teaching
- 1. Inspiring the next generation of leaders, thinkers and problem- solvers derek@futuremakers.nz @dwenmoth www.futuremakers.nz http://www.futuremakers.nz/blog The Science of Learning Kōkiritia Marautanga 26 June 2024
- 2. Teaching is the only major occupation...for which we have not developed tools that make an average person capable of competence and performance. In teaching we rely on the naturals, the ones who somehow know how to teach. Peter Drucker "Management: Tasks, Responsibilities, Practices" published in 1973.
- 3. • President Roosevelt called for the production of 50,000 airplanes a year on May 16, 1940 • Traditionally took 2 years to train a pilot. • Military training had to be, of necessity, "quick, efficient, and standardized.” • Brought together a group of elite academics to design a training approach to reduce the time to six weeks.
- 4. Dale’s Cone of Experience • Audiovisual Methods in Teaching (1946) • Provides an intuitive model of the concreteness of various kinds of audio- visual media. • Strong advocate for the use of audio- visual materials to enhance and embed learning. • Iconic phase also known as the ‘mediated’ zone – provided impetus for Educational Media as a discipline https://www.growthengineering.co.uk/what-is-edgar-dales-cone-of-experience/
- 5. Pressey’s Teaching Machine • 1924, Sidney L. Pressey created a crude teaching machine suitable for rote-and-drill learning. • This machine is designed to teach by having students answer a series of short multiple choice questions and rewarding correct replies. • Unique among instructional aids, in that the student not merely passively listen, watches, or reads but actively responds. • Thorndike had a great influence on Pressey. • B. F. Skinner was also interested in a teaching Machine. http://www.nwlink.com/~donclark/hrd/history/machine.html
- 6. Tape-slide Machines • Consisting of a slide show using a filmstrip machine with synchronised accompanying audio • Well-planned lessons and contents could be used many times. • Lessons could be reviewed by learners.
- 7. The Overhead Projector • French physicist Edmond Becquerel developed the first known overhead projection apparatus in 1853. It was demonstrated by French instrument maker and inventor Jules Duboscq in 1866. • In an effort to more efficiently train specialized troops on their way into battle, the U.S. military first brought overhead projectors into their classrooms during World War II.
- 8. So it’s all about how we use technology? Image source: StorySet
- 9. Teaching Machines “Since the beginning there has been a contradiction between the promise of making learning more personalized and the reality that teaching machines often required a higher level of standardization.” Audrey Watters MIT Press February, 2023 https://mitpress.mit.edu/9780262546065/teaching-machines/
- 10. • Late 1940s, U.S. air force discovers the flaw of averages • High percentage of planes crashing on landing • Engineers found nothing wrong with the planes – seldom malfunctioned • Concluded it to be a matter of pilot error • Focused then on the cockpit – designed for the ‘average’ male pilot • Study found out of 4,063 pilots, not a single airman fit within the average range on all 9 dimensions. https://www.amazon.com/End-Average-Succeed-Values-Sameness/dp/0062358367
- 13. Clubs & Activities Learner Interests Knowledge, Skills, & Competencies Community Service & Work-based Learning Who students are Where students want to go Resume Management Individualized Career Plans Aspirations for Life Core Instruction Stakeholder Reporting Integrated Career Exploration What and how students learn Strength-based Learning
- 14. How does this relate to the science of learning exactly? Image source: StorySet
- 15. What is science? • The pursuit and application of knowledge and understanding of the natural and social world following a systematic methodology based on evidence. (The Science Council) • The systematic study of the structure and behaviour of the physical and natural world through observation, experimentation, and the testing of theories against the evidence obtained. (Oxford Dictionary) • A rigorous, systematic endeavour that builds and organizes knowledge in the form of testable explanations and predictions about the world. (Wikipedia)
- 16. What is Learning? • The acquisition of knowledge or skills through study, experience, or being taught. (Oxford Dictionary) • The act or process of acquiring knowledge or skill. (Dictionary.com) • The activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something : the activity of someone who learns. (Britannica) • The process of acquiring new understanding, knowledge, behaviours, skills, values, attitudes and preferences. (Wikipedia)
- 17. The terms “science of learning,” “the science of learning and development (SoLD),” and the “learning sciences” refer to a multidisciplinary field of research that incorporates child neuroscience, psychology, sociology, behavioural development, and cognitive learning. The learning sciences provide insights into how students learn, grow, and develop into whole individuals. https://aurora-institute.org/resource/aligning-education-policy-with-the-science-of-learning-and-development/
- 18. Whose science? • Much of the "science" comes from a limited cultural viewpoint • It often separates learning from its holistic/spiritual context • It doesn't necessarily recognise Māori paradigms like tuakana-teina mentoring • Does the linear "release of responsibility" from teacher to student conflict with Māori views of collective, reciprocal learning? • Does it account for how Māori students' literacy learning is shaped by te reo Māori and oral traditions? • Does implementing this framework 'as-is' risk subtracting or devaluing Māori learners' strengths, identities and funds of knowledge around literacy? https://www.engaginglearningvoices.com/post/the-science-of-learning-a-tangata-tiriti-lens
- 19. How is this different from educational theory? Image source: StorySet
- 20. From Review of the MAG - AEC The report states, "While teaching must be informed by science much more than it has been (p.4)," implying that teachers have not previously been guided by educational models based on scientific exploration. This assumption requires clarification of what is meant by 'science.' Historically, education has been informed by multiple scientific theories, including behavioural sciences, social learning theories, developmental theories, and cognitive sciences. For example, Piaget's developmental stages, Vygotsky's social development theory, and Bandura's social learning theory have long guided educational practices. The assertion that teaching needs to be more scientifically informed fails to recognise the existing integration of these well- established scientific models in educational settings.
- 21. From Review of the MAG - AEC The report states, "While teaching must be informed by science much more than it has been (p.4)," implying that teachers have not previously been guided by educational models based on scientific exploration. This assumption requires clarification of what is meant by 'science.' Historically, education has been informed by multiple scientific theories, including behavioural sciences, social learning theories, developmental theories, and cognitive sciences. For example, Piaget's developmental stages, Vygotsky's social development theory, and Bandura's social learning theory have long guided educational practices. The assertion that teaching needs to be more scientifically informed fails to recognise the existing integration of these well- established scientific models in educational settings.
- 22. x x x Key influencers… Frederick Taylor 1856 – 1915 John Dewey 1859 – 1952 Apirana Ngata 1874 - 1950
- 23. x x x Key influencers… Frederick Taylor 1856 – 1915 John Dewey 1859 – 1952 Apirana Ngata 1874 - 1950
- 24. x x x Key influencers… Frederick Taylor 1856 – 1915 John Dewey 1859 – 1952 Apirana Ngata 1874 - 1950
- 25. x x x Key influencers… Frederick Taylor 1856 – 1915 John Dewey 1859 – 1952 Apirana Ngata 1874 - 1950
- 26. x x x Their education legacy… Challenge Curiosity Connectedness Context Culture “Colonialism” Control Conformity Compliance
- 28. Where does pedagogy fit? Image source: StorySet
- 29. Pedagogy Pedagogy describes the art and science of teaching students. The term comes from the Greek word ‘paidagogos,’ a combination of ‘paidos’ (child) and ‘agogos’ (leader). Originally the word for an enslaved person who brought children to school. https://www.merriam-webster.com/dictionary/pedagogy
- 30. https://www.jamieleeclark.com/graphics “Cognitive Load Theory (CLT) explores how the mental effort required to process information affects learning.”
- 32. So what does this mean in the classroom? Image source: StorySet
- 33. Implications for Instructional Design How is the ‘science of learning’ informing the design of learning in the classrooms in your school? What are some of the specific teaching strategies that you could identify? https://shorturl.at/OIxNX
- 34. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • linking new learning to what has already been taught. • Intentionally ordering the learning into patterns that foster the building of connections. https://shorturl.at/OIxNX
- 35. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • Find out what ākonga already know. • Link learning to their interests, culture, languages and home experiences helps grow networks and develop schema. • Use familiar contexts to introduce new concepts. https://shorturl.at/OIxNX
- 36. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • Identify places where new information can be broken into smaller blocks of that won’t overload the brain’s working memory. E.g. • Jigsaw activities or expert groups • Station rotation • Mnemonics, anagrams, analogies, metaphors to link seemingly unrelated facts https://shorturl.at/OIxNX
- 37. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • Use strategies that require students to bring information to mind from memory. E.g. • Low stakes quiz (Kahoot!) • Responding to questions. • Mind-mapping or sketch-noting what they have learned • Daily or weekly starter activity that revisits previously learned content. https://shorturl.at/OIxNX
- 38. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • Using planned intervals to revisit a particular piece of information or rehearse a particular skill. E.g. • Daily rehearsal or practice of skills (music, sport) • Daily revision of key vocabulary (flash cards, vocabulary fans) • Lesson starters or “do now” activities (drawing/labelling diagrams, close activities, crosswords) https://shorturl.at/OIxNX
- 39. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • Mixing different topics or forms of practice which is more effective than blocked practice. E.g. • Practice vocabulary by mixing words from unrelated topics • Rehearse multiple scenes from a play (or multiple pieces of music) each day over a period of time. • Mix up the types of calculations required to solve problems. https://shorturl.at/OIxNX
- 40. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • Carefully chose texts and images that help manage cognitive load and reduce extraneous load. E.g. • Using audio/ visuals to explain/demonstrate. • Using a graphic organiser • Using concrete materials while verbally explaining (show and tell) https://shorturl.at/OIxNX
- 41. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • Demonstrate the processes involved in arriving at a new skill or conclusion. E.g. • Model new skills/learning • Use exemplars • Shared writing • Shared reading • Do maths examples together - ask Qs to draw out existing knowledge https://shorturl.at/OIxNX
- 42. Implications for Instructional Design • Sequencing of content • Eliciting prior knowledge • Chunking • Retrieval practice • Spaced practice • Interleaving • Presentation of materials • Worked examples • Concrete before abstract • Relate new learning to a real- world examples to make theoretical or complex ideas easier to understand. E.g. • Use visual aids to illustrate • Manipulate physical materials in maths https://shorturl.at/OIxNX
- 43. The purpose of The Science of Learning is to summarize the existing research from cognitive science related to how students learn, and connect this research to its practical implications for teaching and learning. This document is intended to serve as a resource to teacher-educators, new teachers, and anyone in the education profession who is interested in our best scientific understanding of how learning takes place. https://www.deansforimpact.org/tools-and-resources/the-science-of-learning
- 45. Teaching is the only major occupation...for which we have not developed tools that make an average person capable of competence and performance. In teaching we rely on the naturals, the ones who somehow know how to teach. Peter Drucker "Management: Tasks, Responsibilities, Practices" published in 1973.
- 46. Call to action... • What are you doing to ensure the links between theory and practice remain dynamic and current in your school? • How do you encourage the explicit referencing of theory and principles of the science of learning in the approaches taken to designing learning in your school? • What’s one thing from this presentation that you might act on to improve the rigor and intent of the learning programmes in your school? https://futuremakers.nz/2024/06/22/bringing-back-the-inkwells/
- 47. Thank You See also https://futuremakers.nz/2024/02/03/science-of-learning/ derek@futuremakers.nz @dwenmoth www.futuremakers.nz http://futuremakers.nz/blog