A cognitive science conversation

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The implications of cognitive science on education and the development of the science of learning (Deans for Impact 2015), have gained enormous influence in recent years. Through inquiry into psychology and neuroscience, research into the mental processes of learning has informed the ways that we deliver and present information to children and young people. The cognitive process of learning, that is exactly how we retain and transfer knowledge and skills, is something that all teachers consider (Didau and Rose 2016) whether consciously or not, in our daily decision-making about how best to present, explain and facilitate practice in our subjects. We rely upon our assumptions and understanding of how pupils learn. Engaging with cognitive science can equip us with valuable information about ways in which pupils retain knowledge and skills in the long term, which will enable us to develop more effective classroom strategies. In this video, we hear from Jonathan Firth, Teaching Fellow in P

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This Post Has 5 Comments

  1. A
    Abul Kalam Aziz

    A really informative article reflecting on our own practices and how we make sense of learning in the classroom. Research helps teachers to become critical consumers and understand how learning processes can be most effective.

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  2. A
    Angela Murphy

    Fantastic! Making learning meaningful and memorable. This video will be helpful to use with trainees as an introduction to the overarching theme.

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  3. M
    Mrs Sally Ann Wilcher

    A great way to support teachers in making meaningful and incorporate useful strategies into practice for longterm positive effects

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  4. M
    Michelle Coles

    Thank you for an informative video. As a trainee teacher, I have been doing lots of observations and thinking a lot about classroom practice and strategies, it’s really useful to start understand the theories behind these processes. A really interesting topic, I’m looking forward to learning more about.

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    Gina Plimley Gadd

    I agree with the above comments, but wanted to add that I felt it was an interesting and pertinent comment that the neuroscientist made about science informing teaching practice rather than dictating it in a “brain scan to lesson plan” fashion. It was reassuring as a trainee to realise that all teachers – new or experienced – already have instincts and theories as to how learning happens, and that research helps us examine our practices, assumptions, and perhaps misconceptions and become better educators.

    2

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