Dr Tom Perry TWPerry1 Assistant Professor Education Studies University of Warwick CTE Research in Action Conference 2021 10122021 Reflections on the EEF Cognitive Science in the Classroom Review ID: 1007473
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1. The Translation of Cognitive Science to the ClassroomDr Tom Perry (@TWPerry1)Assistant Professor, Education Studies, University of WarwickCTE Research in Action Conference 202110.12.2021Reflections on the EEF Cognitive Science in the Classroom Review
2. OverviewIntroduction to the EEF Cog Sci ReviewBasic and Applied Science EvidenceTranslation to the ClassroomPrinciples and Strategies
3. Introduction to the EEF Cog Sci Review
4. EEF Cognitive Science in the Classroom ReviewDr Tom PerryProf. Deborah YoudellProf. Kimron ShapiroDr Rosanna LeaDr Clara JørgensenNiall GambleChristina PomaredaProf. Philippa CordingleyPaul CrispJulia HarringtonDr Amy Fancourt
5. We want to know whether cognitive science techniques work in real classrooms, across the curriculum and for different pupil groups.
6. Focus Areas1Spaced Learning2Interleaving3Retrieval Practice4Managing Cognitive Load5Working with Schemas6Cognitive Theory of Multimedia Learning7Embodied Learning and Physical Approaches8Mixed Strategy Programmes8 Areas14 StrategiesFor each:Systematic Evidence Review (of classroom trials)Evidence-informed discussion and questions(Including practice review)
7. Headlines from the EEF ReviewCognitive science matters, basic science offers promiseThe applied evidence is a) limited and b) more complex, less positiveIt raises constructive questions about:GapsTranslation and implementation
8. Basic and Applied Science
9. FundamentalRealistic‘Basic’CognitiveScience‘Applied’ Cognitive SciencePractice
10. How to make your research less realistic:Do it in a single schoolDon’t let teachers deliver itUse booklets/computer programmes/scriptsDon’t let teachers or students interactSupervise it - step in where neededIf teachers must deliver, make sure they are expertsKeep the research to 2 weeks or less. Ideally just a single session.Don’t teach in the classroom – pull out small groups.Clear comparisons only – don’t examine the grey areas:Use distinct (black and white) conditionsUse single ability groupsUse entirely new contentMake and use your own test
11. GapsStrategyAgeSubjectsSpacing across lessonsGood coverageliteracy, maths, science, PE, critical thinkingSpacing within lessons7 to 15science, geography, and historyInterleavingKS2-3Vast majority mathsVast majority mathsRetrievalAll, but more KS2-3Good coverageGood coverageWorked ExamplesKS3-4Maths and scienceMaths and scienceScaffolds/Guidance SBIKS2-4Mostly maths, reading comp, or scienceMostly maths, reading comp, or scienceCollaborative prob solving KS2-4Most maths, science, ICTMost maths, science, ICTConcept/knowledge mapping and organisationKS2-3Most organised text using concept mapMost organised text using concept mapSchema/concept comparison and conflictKS3All maths and scienceAll maths and scienceVisual representationKS2-4two-thirds maths and science (some other)2/3 maths and science (some other)DiagramsKS3-4Most maths and scienceMost maths and scienceSpatial, visualisation and simulation approachesEY-KS2spatial visualisation in mathsspatial visualisation in mathsEmbodied learningEY-KS3range of subject areas range of subject areas Mixed Strategy ProgrammesKS3maths and sciencemaths and science
12. Where are we now?Cognitive science matters. We should know/find out about it.The basic cognitive science does not (extensively) examine factors relating to:Teachers and teachingPupil groups and ageSubjects and their contentThe applied evidence is limited and so doesn’t help much with these
13. Translation of Cognitive Science in the Classroom
14. to form, coordinate, or blend into a functioning or unified whole, unite. ImplementTransplantIntegrateIncorporateEmbedto start using a plan or systemmove or transfer to another place or situationtake in or contain (something) as part of a whole; includefix (an object) firmly and deeply in a surrounding massTranslateput into a different language/form; interpret
15. Retrieval works (i.e., strengthens memory)Retrieval practice works… in specific:SubjectsAge ranges… using specific T&L activities (e.g., quizzing)… for specific learning objectives/types of content… for specific conditions: Teacher experiences and expertise Pupil prior knowledge Pupil motivationFor my Year 4 maths lesson on fractions on Tuesday morning, delivered to mixed ability class with me working with a target group.A specific moment with a specific pupil on a specific question during retrieval practice.TeachersResearchersHow much to demand of research?The evidence says….
16. Way of thinking about translating basic science #1
17. Way of thinking about translating basic science #2
18. Teachers, teachingPupil individual factors (potentially different for each student)Extent of teacher professional development and learning for the cognitive science technique.Teacher general pedagogical and subject-specific knowledge and skills Level of teacher experienceTeacher motivation/ enthusiasm for the cognitive science techniqueExtent to which technique replaces/improves teacher’s existing practice(Many of the pupil factors, left, also apply to teachers)Prior level of knowledge, in general and for the topic being learnt (and extent to which the teacher takes this into account)Working memory capacityNutrition/hydrationAlertness/activity levelMood/emotional stateGeneral/learning-specific motivationPersonality and temperamentSpecial educational needs, difficulties, or disabilitiesLearning behaviours and strategiesAge and maturityClassroom/social environmentActivity, Topic and SubjectRelations in the classroom (teacher-pupil, pupil-pupil)Culture of participationEmotional environmentDisruption / Noise / distractionDecoration / informationAccess to learning resourcesSubject/curriculum area (e.g., general differences in the nature of subject content and pedagogy)Nature of specific learning content (e.g., complexity/element interactivity, novelty, connection with other learning) Nature of specific learning activity (e.g., student-led, length, structure, resources)Teachers, teachingPupil individual factors (potentially different for each student)Classroom/social environmentActivity, Topic and Subject(and stage within these)Principles and practicalities a) matter and, b) interact
19. Cognitive Science-Informed Principles and Strategies
20. 8 Review AreasSpaced practiceInterleavingRetrieval practiceManaging cognitive loadWorking with schemasCognitive Theory of Multimedia LearningEmbodied learning and physical factorsMixed strategy programmes1. Practice2. Cognitive Load3. Generative learning213
21. Principles of PracticeSpaced PracticeInterleavingRetrieval PracticeRetrievalvs.RestudyInterleavetoContrastDesirable Difficulties
22. Integrating Practice into your TeachingSelecting the contentFoundational/thresholdVariation (with/across)Difficulty (new, complex, abstract). Higher order?Formative assessment/FeedbackMotivation/enjoyment/anxietyType of activityPlanning (long/mid/short-term)Workload/classroom management etc. etc.
23. Cognitive Load – Central ProblemSource: Amin and Malik (2014, p.221) based on Atkinson and Shiffrin (1968).WorkingMemory3-5 ChunksLong TermMemory∞
24. Principles/Practice of Cognitive LoadPrior learning and pre-learningSimplifyChunk (67295673 vs. 12345678 vs. 1966-1066)Worked examples and ScaffoldsExpert reversalMy turn, our turn, your turnCorrect to incorrect worked examplesLower to higher order: know, categorise, compare, apply, deconstruct, transform/synthesiseSplit attention (avoid by keeping information together)Remove ‘extraneous’ load (redundancy, ‘seductive’ details)Group work - Focus
25. Again, think about how you can integrate Cognitive Load Principles with your Practicee.g…. Selecting the contentFoundational/thresholdVariation (with/across)Difficulty (new, complex, abstract). Higher order?Formative assessment/FeedbackMotivation/enjoyment/anxietyType of activityPlanning (long/mid/short-term)Workload/classroom management etc. etc.
26. Principles/Practice of Dual Codinghttps://sciencetltoolkit.wordpress.com/2019/03/11/20-ideas-strategies-for-student-led-dual-coding/
27. Sometimes helpful, sometimes harmful:Visual representation and illustrationLearners being presented with, or creating, an additional image, picture or icon that symbolises, illustrates or represents aspects of the content being learnt. DiagramsLearners being presented with or creating an image that represents and/or organises learning content or process information schematically. Spatial, Visualisation, and Simulation ApproachesSupporting children to imagine content or representations of it, often in order to simulate, manipulate or organise concepts and schema across time and/or space.
28. Dual Codingand Using Visuals/ DiagramsInformative, illustrative, decorativeOlder/Younger (+Prior Knowledge)Subject and ContentLength of presentationSpoken vs. written verbal (former better)Expert reversalReverse expert reversal? Novice reversal?Abstract/concreteRelevant vs. tenuousEssential vs. supplementary infoStudent vs. teacher generated contentLearner control in a multimedia environmentTransfer and retentionUse of signals/cues/arrows or notAnimation versus static (and length)Anthropomorphic (despite cog load)
29. Embodied learning and physical approachesEnacting or representing concepts through movement or the body, including learning or enhancing learning through the use of the body’s sensory and/or motor capabilities.Evidence was mostly primary and quite limited but suggests promise for:GestureTracing with fingerPhysical activity (e.g., enacting words)Play (playground physics)But caution!Variation in this group14 studies - breakdownEmbodied Learning
30. Generative learning:E.g., Select, Organise, Integrate (with other ideas/existing knowledge), Summarise, Explain, Elaborate, Imagine, AdaptConcept mapping and knowledge organsationCan be effective, but student-generated approaches risk excessive cognitive load or inefficiency (low)Concept comparison and cognitive conflictLimited evidence – but promise in maths (comparison) and science (conflict)Principles/Practice of Working with Schemas (aka Generative Learning)
31. One final time… Think about how to integrate with your Practice:Selecting the contentFoundational/thresholdVariation (with/across)Difficulty (new, complex, abstract). Higher order?Formative assessment/FeedbackMotivation/enjoyment/anxietyType of activityPlanning (long/mid/short-term)Workload/classroom management etc. etc.
32. Find out more about the review(July 2021)More info: https://eef.li/DoncCqDownload here: https://eef.li/cog-sciPreview talk: https://tinyurl.com/4bxu8tw5Summary Twitter thread: https://twitter.com/DrRoseLea/status/1415933389027385344Get in touchtom.perry@warwick.ac.uk @TWPerry1