Blog of the week goes to an excellent post from David Didau who provides a useful summary of a recent research report into learning called: ‘Learning about learning: What every teacher needs to know.’
The research picks out 6 things teachers can do to make a difference:
Pairing graphics with words. Young or old, all of us receive information through two primary pathways — auditory (for the spoken word) and visual (for the written word and graphic or pictorial representation). Student learning increases when teachers convey new material through both.
Linking abstract concepts with concrete representations. Teachers should present tangible examples that illuminate overarching ideas and also explain how the examples and big ideas connect.
Posing probing questions. Asking students “why,” “how,” “what if,” and “how do you know” requires them to clarify and link their knowledge of key ideas.
Repeatedly alternating problems with their solutions provided and problems that students must solve. Explanations accompanying solved problems help students comprehend underlying principles, taking them beyond the mechanics of problem solving.
Distributing practice. Students should practice material several times after learning it, with each practice or review separated by weeks and even months. This is sometimes called the ‘spacing effect’
Assessing to boost retention. Beyond the value of formative assessment (to help a teacher decide what to teach) and summative assessment (to determine what students have learned), assessments that require students to recall material help information ‘stick’. This is usually referred to as the ‘testing effect‘.
Read David’s full post here: http://www.learningspy.co.uk/psychology/learning-is-liminal/
Read the full report here: http://www.nctq.org/dmsView/Learning_About_Learning_Report
#BOTW this week goes to Dan Brinton for his wonderful insight and dissemination of some research into what makes great teaching. As Dan outlines in the beginning of the post:
This blog is a summary of a Practice Guide by Pashler et al. from 2007, which sets out to provide teachers with specific strategies for instruction and study.
I came across it in a roundabout way via this paper by Dunlosky et al cited in the “What makes great teaching? Review of the underpinning research” by Rob Coe et al.
The central tenet of this particular Practice Guide is that learning depends on memory, which can in turn be strengthened by concrete strategies. These strategies help students to master new knowledge and skills, without forgetting what they have learned.