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![From error springs insight.
Erring [is] vital to any process of
invention and creation.
How can we trust when perception is
accurate and when it is not?
We cannot.
Katherine Schultz, Being Wrong](https://image.slidesharecdn.com/pedagoolondon2014-140308154624-phpapp01/85/Pedagoo-London-2014-2-320.jpg)
Uploaded byDavid Didau
Pedagoo London 2014
The document discusses several concepts related to learning and memory. It argues that immediate and frequent feedback can sometimes undermine long-term learning. Instead, introducing difficulties when first learning and spacing out practice can increase retention. Other topics covered include the illusions of memory, the benefits of interleaving different topics, and how feedback should aim to build on initial understanding rather than correct mistakes. The overall message is that commonly held beliefs about teaching and learning need reexamining in light of cognitive science research.
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- 2. From error springsinsight. Erring [is] vital to any process of invention and creation. How can we trust when perception is accurate and when it is not? We cannot. Katherine Schultz, Being Wrong
- 3. The Illusion ofNaïve Realism Katherine Schultz, Being Wrong
- 4. The Illusion ofNaïve Realism Katherine Schultz, Being Wrong
- 6. • Our brainsare not rational or logical: we protect ourselves from being wrong – Confirmation bias – The Illusion of Asymmetric Insight – The Backfire Effect – Sunk Cost Fallacy – The Anchoring Effect David McRaney, You Are Not So Smart
- 7. • You cansee learning • Increasing pupils’ performance is a good thing • Outstanding lessons are a good thing • Feedback is always good (AfL)
- 8. • We canonly infer learning from performance • Performance is a very poor indicator of learning • Reducing performance might actually increase learning
- 9. The input/output myth Webelieve “engaging in learning activities…transfers the content of the activity to the mind of the student… as learning occurs, so does forgetting… learning takes time and is not encapsulated in the visible here-and-now of classroom activities.” Graham Nuthall
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- 11. Introducing difficulties atthe point of acquisition increases long term retention and transfer.
- 12. Storage strength The (New)Theory of Disuse Telephone number you had 20 years ago Old friend’s telephone number What you learn in this session New friend’s telephone number Retrieval strength
- 13. • Increasing retrievalstrength only improves performance • Increasing storage strength depends on the power of forgetting: – Spacing – Interleaving – Variability – Testing
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- 15. Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Topic3 Topic 1 Topic 4 Topic 2 Topic 1 Topic 2 Topic 4 Topic 3 Topic 5 Topic 1 Topic 6 Topic 1 Topic 3 Topic 4 Topic 6 Topic 2 Topic 5 Blocking vs interleaving Topic 5 Topic 6
- 17. Which study patternwill result in the best test results? 1. STUDY STUDY STUDY STUDY – TEST 2. STUDY STUDY STUDY TEST – TEST 3. STUDY STUDY TEST TEST – TEST 4. STUDY TEST TEST TEST - TEST
- 18. • • • • • • • • • • Sustained & rapidprogress ✗ Consistently high expectations ✓ Excellent subject knowledge ✓ Systematic, accurate assessment ? Well judged, imaginative teaching strategies ? Sharply focused & timely support ? Enthusiasm, participation & commitment ? Resilience, confidence & independence ? Frequent & consistently high quality feedback ✗ Engagement, courtesy, collaboration & ? cooperation
- 19. • ‘Outstanding’ lessonsfocus on performance at the expense of learning • There is no such thing as an outstanding lesson • Don’t get me started on lesson grades!
- 20. The power offeedback Feedback indicates performance… Response type exceeds goal falls short of goal Exert less effort Increase effort Change goal Increase aspiration Reduce aspiration Abandon goal Decide goal is too easy Decide goal is too hard Feedback is ignored Feedback is ignored Change behaviour Reject feedback Dylan Wiliam
- 21. Feedback is oneof the most powerful influences on learning and achievement, but this impact can be either positive or negative. Simply providing more feedback is not the answer, because it is necessary to consider the nature of the feedback, the timing, and how the student ‘receives’ this feedback (or, better, actively seeks the feedback)
- 22. With inefficient learners,it is better for a teacher to provide elaborations through instruction than to provide feedback on poorly understood concepts… Feedback can only build on something; it is of little use when there is no initial learning or surface information.
- 23. • Empirical evidencesuggests that delaying, reducing, and summarizing feedback can be better for long-term learning than providing immediate, trial-by-trial feedback. • Numerous studies—some of them dating back decades—have shown that frequent and immediate feedback can, contrary to intuition, degrade learning.
- 24. • Working memoryis severely limited • Experts think differently to novices • Our brains are not designed for thinking.
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- 28. • Abandon theCult of Outstanding • Be careful about how we give feedback • Introduce ‘desirable difficulties’ • Question all your assumptions – be prepared to ‘murder your darlings’
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