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From Principle to Practice
- 1. From Principle toPractice #LSRNEastMids Nottingham College @MikeTylerSport
- 2. Planning & CurriculumStructure Pedagogical Content Knowledge has strong evidence of impact on student outcomes according to Coe (2014) How do students think about the content? What are students’ common misconceptions and mistakes? How do concepts relate, fit together, build on other concepts? In what order should concepts be taught? Why? What modes of instruction does this content lend itself to?
- 3. Research Sweller Cognitive LoadTheory ACQUISITION Kirschner, Sweller & Clark Why Minimal Guidance During Instruction Does Not Work Ebbinghaus Forgetting Curve RETRIEVAL Söderström & Björk Learning Versus Performance
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- 5. Cognitive Load Theory PrinciplePractice Activate Prior Knowledge Minimal New Knowledge Modelling Knowledge Organisers Dual Coding Working memory is quickly overloaded Due to volume/complexity of content Or due to complicated presentation
- 6. e.g. ‘Live’ examanswer modelling ‘Worked example effect’ enables focus on comprehension rather than problem solving (reducing WM load) Teacher can later withdraw/fade scaffold Gives student insight into expert thought processes and self-correcting
- 7. e.g. Knowledge Organisers Activationof Prior Knowledge Contextualisation of new learning Repetition and regularity are key Visit these every lesson
- 8. e.g. Dual Coding Two‘channels’: visual and verbal Reduces cognitive load if channels are well integrated Teacher explained the diagrams, students copied, then added text.
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- 10. Forgetting Curve Principle Practice InterleavedCurriculum Distributed Practice Recap & Starter Quizzes
- 11. e.g. Starter Quizzes Diagnosticfor teacher and student Informs teacher of re-teach needs Directs student to further practice*
- 12. Learning Versus Performance PrinciplePractice Interleaved Curriculum Practice not Plenaries Learning requires intervals between acquisition and retrieval Therefore plenaries probably do not evidence learning, only performance
- 13. e.g. Practice notPlenaries Better to ‘Overlearn’ Quiz Practice transfer into a new context Review & Recap
- 14. Caveats Constraints Concerns Timetabling constraints Part-timeteaching Student ‘engagement’ Am I in a system that undermines my efforts?! Am I doing it right? Is the cost worth it? Have I missed something?
- 15. What’s next? Acquisition: ThresholdConcepts Retrieval: Online Quiz Bank
- 16. From Principle toPractice #LSRNEastMids Nottingham College @MikeTylerSport
- 17. References Coe, R., Aloisi,C., Higgins, S, & Elliot Major, L. (2014) What makes great teaching? Review of the underpinning research. Sutton Trust. Kirschner, P.A., Sweller, J. & Clark, R.E. (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry- Based Teaching. Educational Psychologist, 41(2), 75–86 Soderstrom, N.C. & Bjork, R.A. (2015) Learning Versus Performance: An Integrative Review. Perspectives on Psychological Science, 10(2), 176–199. Sweller, J. (2006) The worked example effect and human cognition. Learning and Instruction, 16, 165- 169.