Embed Size (px)
Citation preview
Memory research for the classroom
ABOUT THIS SESSION: Nick Rose provides an overview of research into learning and memory arising from cognitive science. As well as examining working memory and long-term memory, and the role of forgetting, the session explores some of the important implications arising from the research useful for classroom teachers.
ABOUT THE FACILITATOR: Nick Rose worked as a post-graduate researcher in psychology before he joined teaching in 2003. He taught science and later psychology in secondary schools, eventually becoming a Leading Practitioner for Psychology and Research. He created the blog Evidence into Practice and co-authored (with David Didau) “What every teacher needs to know about psychology”, published in July 2016. After working with TeachFirst as a research specialist between 2016-2018, he recently joined the Institute for Teaching where he is involved in helping to design the Expert Teaching Masters programme.
WIDER READING: Willingham, D. (2009) Why don’t students like school? Because the mind is not designed for thinking. American Educator. Spring 2009. McCrea, P. (2018) Learning – what is it and how might we catalyse it?
“Learning involves changes in long-term memory”
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.
A simple model of memory
Willingham, D. T. (2009). Why Don’t Students Like School?. American Educator, 5. 4-13.
Working memory
Long-term Memory
Baddeley, A. (2003). Working memory: looking back and looking forward. Nature reviews neuroscience, 4(10), 829-839
A ‘bottle-neck’ to learning
Gathercole, S. E., Lamont, E. M. I. L. Y., & Alloway, T. P. (2006). Working memory in the classroom. Working memory and education, 219-240.
Limited capacity
• Involves conscious, effortful thinking• Around 4 ‘chunks’ of information• Easily overloaded
Warning signs include
• Incomplete recall • Failure to follow instructions• Place-keeping errors
Avoid splitting attention
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1-4.
Use both routes through WM
Pomerance et al (2016). Learning about learning: What every new teacher needs to know. National Council of Teacher Quality
At vero eos et accusamus et iusto odio dignissimosducimus, qui blanditiispraesentium voluptatum …
At vero eos et accusamus et iusto odio dignissimosducimus, qui blanditiispraesentium voluptatum …
Prior knowledge actively helps
Didau, D. & Rose, N. (2016) What every teacher needs to know about psychology. John Catt
DOG CAT PIG COW TOP HATDWT CPO HAC AOG TOI GPT
Prior knowledge actively helps
‘Knowing’ is essential
“Students learn new ideas by reference to ideas they already know”
Helps working memory
“Each subject area has some set of facts that, if committed to long-term memory, aids problem-solving”
Vital for problem solving
Transfer to novel problems (and critical thinking, analysis and evaluation) requires relevant knowledge to be available within long-term memory
Willingham, D. T. (2002). Inflexible Knowledge: The First Step to Expertise. American Educator, 26(4), 31-33.
Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact
Long-term memory
Tulving, E. (1986). Episodic and semantic memory: Where should we go from here?. Behavioral and Brain Sciences, 9(03), 573-577.
Organised as schemas
What are schemas?
A framework or mental plan that helps organise and interpret information and deal with new experiences
Helps working memory
Requires minimal mental effort to apply a schema
Allows information to be grouped into ‘chunks’
Thinking, fastThinking based on schemas is quick and effortless but more influenced by bias and misconceptions
Kahneman, D. (2011). Thinking, fast and slow. Macmillan.
Source of image: www.clipartpanda.com
Thinking, fast
Source of image: images.slideplayer.com/32/9875516/slides/slide_8.jpg
A father and his son are out driving and are involved in a terrible accident. The father is killed instantly, and the son is in critical condition. The son is rushed to the hospital and prepared for an operation that could save his life.
The surgeon comes in, sees the patient, and exclaims, “I can’t operate, that boy is my son!”
Who is the surgeon?
Organised semantically
What’s the difference in the thinking which goes on when completing a word search compared to a crossword?
Novices and experts think differently
“Blocks on inclined planes with angles.”
Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive science, 5(2), 121-152.
“Conservation of energy.”
Novices and experts think differently
Learning new information
Novices lack the schemas to easily integrate new information
Experts notice features and meaningful patterns of information that novices don’t
Organisation of memory
Novices' memories are organised differently than experts'
Experts have knowledge that is organised to reflect a deep understanding of their subject matter
Problem solving
Novices tend to approach problems based on their superficial features
Experts’ schemas allow them to flexibly retrieve important aspects of their knowledge with little effort
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.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn. Washington, D.C.: National Academy Press
Linking abstract and concrete representations
Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27-45.
Rule is: If there is a ‘D’ on one side of the card, there must be a ‘3’ on the other.
Which cards do you need to flip to test this rule?
Rule is: If the person is having a beer, they must be over 18.
Which drinkers would you check to ensure no underage drinkers?
Forgetting
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.
Murre, J. M., & Dros, J. (2015). Replication and Analysis of Ebbinghaus’ Forgetting Curve. PloS one, 10(7), e0120644.
Practice makes permanent
Each time we return to that material, it is:
- Relearnt quicker - Retained for longer
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.
Murre, J. M., & Dros, J. (2015). Replication and Analysis of Ebbinghaus’ Forgetting Curve. PloS one, 10(7), e0120644.
Space out practice
Spread out opportunities to review key vocabulary, concepts and facts
- more effective than ‘cramming’
Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248.
Retrieval practice helps learning
Testing improves long-term recall
- Low-stakes quizzing- Shouldn’t be stressful - Spaced out over time
Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248.
Where can I read more?
