Cognitive Science and Explicit Instruction - PowerPoint Presentation

1. Cognitive Science and Explicit Instruction Explicit Instruction Academy Webinar January 28, 20201

2. Book Study www.learningscientists.org Cofounders Dr. Yana Weinstein University of Massachusetts LowellDr. Megan Sumeracki Rhode Island Collegewww.retrievalpractice.orgFounderDr. Pooja K. Agarwal Berklee College of Music in BostonPatrice M. Bain, EdS K-12 Educator2019Understanding How We Learn:A Visual Guide 2019Powerful Teaching:Unleash the Science of Learning2

3. Book Study 3

4. 4 Learning Retrieval PracticeElaboration Interleaving Spaced Practice

5. TopicsWhat Why How Interesting 5

6. 6 Learning Retrieval Practice

7. 7 Learning Retrieval Practice - WhatYour turn:Write down your definition of Retrieval Practice.

8. 8 LearningRetrieval Practice - What“Retrieval practice involves reconstructing something you’ve learned in the past from memory, thinking about it right now.” Understanding How We Learn “Retrieval practice boosts learning by pulling information out of students’ heads, rather than cramming information into students’ heads.”Powerful Teaching

9. 9Retrieval Practice - WhyThe act of retrieval itself is thought to strengthen memory, making information more retrievable later.Retrieval practice gives students feedback on what they know and do not know, and gives teachers feedback too.If the goal is long-lasting durable learning, then retrieval practice is a highly effective learning strategy.  Understanding How We Learn “Retrieval practice improves learning compared to re-reading the information (Roediger & Karpicke, 2006), and even compared to other strategies that are thought by many to help learning, such as making a concept map with the written material you’re studying right in front of you (Karpicke & Blunt, 2011). “Understanding How We Learn Learning

10. 10 Learning Retrieval Practice - WhyIncreases students’ 6. learning of related information that isn’t initially retrieved 7. advanced preparation for class 8. transfer of learningPowerful Teaching Selected Benefits:Increases students’ 1. learning and retention 2. higher – order thinking 3. awareness of own learning 4. engagement 5. use of effective study strategies

11. 11 Learning Retrieval Practice - HOWRetrieval-based learning activities are anything that require students to bring information to mind: Students can write out everything they know on a blank sheet of paper (Roediger & Karpicke, 2006), create concept maps from memory (Blunt & Karpicke, 2014), draw a diagram from memory (Nunes, Smith, & Karpicke, 2014), or even explain what they can remember to a peer, teacher, or parent (Purnam & Roediger, 2013).Understanding How We Learn (Scaffolding) It seems that in order for retrieval practice to work well with students of any age, we need to make sure that students are successful. (Feedback) … feedback can make retrieval practice even more effective ... Understanding How We Learn

12. 12Retrieval Practice - HOWRetrieval-Taking (vs. Note-Taking)Teacher teaches and pausesTHEN students write down important information. Feedback is given Powerful Teaching Brain Dumps (Brain Drain)Two Things Make it Three (Students write down Two Things. Next, students swap and add an additional idea.)Daily Mini-Quizzes Learning

13. 13 Learning Retrieval Practice - HOW“… research led by Sarah Tauber has demonstrated that when students engage in retrieval practice covertly (in their head, as opposed to an overt written or verbal response), their learning doesn’t increase.”Powerful Teaching Active Participation Strategies “By engaging every student in retrieval practice, every student has the opportunity to boost long-term learning.” Powerful Teaching

14. 14 Learning Spaced Practice

15. 15 Learning Spaced PracticeWHATYour Turn: Write down your definition of Spaced Practice.

16. 16 Learning Spaced PracticeWHYSpaced Practice“The effect is simple: repetitions spaced out over time will lead to greater retention of information in the long run than the same number of repetitions close together in time. “  Understanding How We Learn Spaced practice boosts learning by spreading lessons and retrieval opportunities out over time so learning is not crammed all at once. Powerful Teaching

17. 17 Learning Spaced PracticeHOW (Tharby, 2014). … begins each of his classes by asking the students to review older material by giving small quizzes. … He asks the students three questions about information from the last class, one question about information from the last month, and then finally asks one question that requires the students to make a link between information from the last class and something learned earlier. Understanding How We Learn

18. 18 Learning Interleaving

19. 19 Learning InterleavingWHAT Your Turn: Write down your definition of Interleaving.

20. 20 Learning InterleavingWHAT “Interleaving involves switching between ideas or types of problems (e.g., in math and physics), rather than studying one idea or type of problem for too long; this encourages better discrimination between ideas and procedures” (Taylor & Rohrer, 2010). Understanding How We Learn Interleaving boosts learning by mixing up closely related topics, encouraging discrimination between similarities and differences.Powerful Teaching

21. 21 Learning InterleavingHOW … mixing things up during spacing is called interleaving – A bug flies 48 miles east and then 20 miles south. How far is the bug from where it started?Pythagorean TheoryA bug flies 48 miles east and then 14 miles north. How far is the bug from where it started?Pythagorean TheoryA bug flies 48 miles east and then 6 miles west. How far is the bug from where it started?DISCRIMINATION

22. 22 Learning InterleavingHOW It’s important to interleave similar concepts so students really have to think about the subtle differences. Powerful Teaching An analysis of six popular middle school math textbooks found that more than 80% of the practice problems were blocked. Powerful Teaching

23. 23ElaborationWHAT Learning

24. 24ElaborationWHAT LearningYour Turn: Write down your definition of elaboration.

25. 25ElaborationWhat In the simplest terms, elaboration means to add something to a memory. (Hirshman, 2001; Postman, 1976)Learning

26. 26ElaborationHOW The main goal is to ask a number of questions that encourage you (or your students) to explain the main concept. As you are elaborating, you are making connections between old and new knowledge, making the memories easier to retrieve later. Understanding How We Learn Learning Elaborative interrogation involves asking and answering “how” and “why” questions. Understanding How We Learn

27. Interesting“Colorful decorations can lead children to shift or split their attention away from the teacher and the current learning tasks, and this can interfere with learning.”(Fisher, Godwin, & Seltman, 2014)Understanding How We Learn 27

28. InterestingOur attentional resources are limited and must be directed toward the most important information.Understanding How We Learn What you think about is what you learn. What you attend to is what you learn. 28

29. InterestingMulti-Tasking An important feature of attention is the ability to selectively focus on just one stimulus at a time.… it is almost impossible to pay attention to more than one thing at the exact same time.One important aspect of attention is the finding that going back and forth between two different tasks involves switch costs that decrease efficiency and slow down reaction speeds in both tasks. Understanding How We Learn 29

30. Interesting How to Use Flashcards Effectively Retrieve, Reorder, Repeat Retrieve. Students should make sure they are retrieving the answer on the back of a flashcard before turning it over. Reorder. Students should shuffle their deck each time they go through it.Repeat. Students should keep cards in their deck until they’ve retrieved it correctly three times. Powerful Teaching 30

31. 31 Learning Retrieval PracticeElaboration Interleaving Spaced Practice