INFORMATION FOR SESSION FACILITATOR Length: 60 mins ... · Session outcomes: • describe the...
Transcript of 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
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Do Now
On a blank piece of paper, draw and label our simple model about working and long-term memory.
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Effective Learning Strategies (Part 2)
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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
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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
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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
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0%
Week 0
100%
Week 1
0%
Week 2
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High
Storage
Low
Storage
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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
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0%
Week 0
100%
Week 1
0%
Week 2
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Types of memory stored long-term
Explicit
Declarative
Episodic Semantic
Implicit
Procedural
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Types of memory stored long-term
Episodic Semantic
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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?
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Understanding
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Understanding
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Understanding
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Understanding
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Understanding
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Understanding
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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?
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Implications and application
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Which of the
strategies would
support strengthen
retrieval and
storage strength?
3 minutes
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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?
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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?
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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
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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
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Which of these statements is true?
1. Storage strength varies between people
2. Retrieval strength varies between people
3. Storage strength varies between memories
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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
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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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