![]() ![]() Professor Paul Kirschner is emeritus professor of educational psychology, instructional designer and ex-teacher of maths and sciences, and is co-author of ‘How Learning Happens’. Carl Hendrick is a teacher of 15 years classroom experience and is co-author of ‘How Learning Happens’ and holds a PhD in education. Paul and Carl will give a 60-minute presentation about how our brain works which will be followed by a 30-minute session where they’ll answer any and all questions that you may have.ĭr. ![]() What is the difference between biologically primary and secondary knowledge?.How do novices and experts learn differently?.What do I need to know about short v long term memory?.What is cognitive load theory and how can I use it to inform my teaching?.We explain why students learn some things almost effortlessly without instruction, while other things are learnt with great difficulty through instruction, how our memory works and how we can make it work better, how we (learn to) solve problems, how and why images and words together can help us learn better, and why children should not be taught as if they were small adults. In this webinar we will discuss the first section of our book ‘How Learning Happens’ looking at how our brains work and what that means for learning and teaching. As John Sweller noted “without an understanding of human cognitive architecture, instruction is blind”. This (90 minute) session aims to give attendees a basic understanding of how the brain learns, drawing on important research from cognitive psychology. How Learning Happens: How Does Our Brain Work? John Catt Ltd.Please join us on Thursday 3 Jun, 16:30 – 18:00 (BST) where Paul and I will be giving a webinar on the first section of our book. Hendrick, C and Macpherson, R (2017) What does this look like in the classroom? Bridging the gap between research and practice. Focus on activities that help students acquire durable knowledge and always take care not to mistake performance in the moment with learning in the long-term. ![]() ROBIN MACPHERSON JOURNALY HOW TOThis means they should know how to critique a piece of research, for example, asking questions about what baseline evidence exists and what counterfactuals were explored. In addition to these specifics, the authors suggest that teachers do not need to be researchers, but they should be ‘research-informed’. An effective teacher is one who: reviews previous learning checks for understanding provides impactful feedback creates a positive classroom climate The social, emotional, intellectual and physical environment. ![]() They suggest that teachers should aim for a ‘streamlined classroom’ and present a model for it with six elements, drawn from the evidence reviewed in the book. activities which are designed around ‘engagement’ and ‘performance’ rather than learning itself and that don’t make a difference. In the concluding chapter, the authors suggest that their interviews reveal that there is great deal of extraneous ‘noise’ in a typical classroom i.e. Other chapters look at behaviour, motivation, learning myths, questioning and independent learning. Neelam Parmar and Jose Picardo on the use of technology.Paul Kirschner and Yana Weinstein on memory and recall.Maggie Snowling and Jarlath O’Brien on special educational needs.Dianne Murphy and Alex Quigley on reading and literacy.Dylan Wiliam and Daisy Christodoulou on assessment, marking and feedback.strategies with a strong chance of improving their students’ learning.Įach chapter takes a major theme and questions a pair of educationalists about how – from their experience and reading of the research – the big ideas manifest themselves in practice. The book is an exploration of how teachers can make sense of education research so they can both defend themselves against having unevidenced ‘guff’ imposed on them, and invest their energy in ‘good bets’ – i.e. The authors suggest that teachers do not need to be researchers, but they should be ‘research-informed’. ![]()
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