Cyberlearning researchers and neuroscientists are beginning to explore new methods to understand connections between classroom practice, neuroscience, and educational neuroscience. Together, they are investigating questions such as: How can neuroscience impact learning and teaching in the classroom?
How can we foster and encourage successful learning, where students apply knowledge, build connections, think critically — and retain important knowledge over time? Retrieval Practice
Two techniques – practice testing and distributed practice – were found to be highly effective. Three more – interleaved practice, elaborative interrogation, and self-explanation – were found to be moderately effective. Others, such as rereading and highlighting, were found to have “low effectiveness.”
Distributed practice refers to reviews that take place after some time from the original learning event, as opposed to reviews that occur immediately following the original learning event (termed massed practice).
Cognitive and educational psychologists have uncovered a great deal of information about the mind, brain, memory and learning. Some of this research has found its way into practice through educational materials; however, few have been directly translated to practitioners and students. One exception is retrieval practice: the practice of retrieving information from memory.
In this video, Mary Helen Immordino-Yang, Associate Professor of Education and Neuroscience at the University of Southern California’s Rossier School of Education, discusses the importance of building in class time for students to reflect. She explains how reflection can help students connect what they are learning in the classroom with their future goals and the world around them.
Retrieval practice is a learning strategy based on more than 100 years of cognitive science and neuroscience research. Dr. Pooja K. Agarwal, cognitive scientist and former K-12 teacher, studies this evidence-based approach, and has found that it works for diverse students in all grade levels.
Creativity may be a hallmark of childhood, but it is not just child’s play. In fact, research suggests that identifying and nurturing creative potential in the early years of childhood is crucial for raising the next generation of innovators whose mindset and problem solving skills will solve today’s (and tomorrow’s) greatest challenges.
This booklet provides an introduction to working memory and the role it plays in everyday life, especially in supporting learning in school. The learning difficulties commonly faced by children with very poor working memory skills are described, and are illustrated with case studies. A program of classroom support for children with working memory problems is outlined.
The purpose of The Science of Learning is to summarize the existing research from cognitive science related to how students learn, and connect this research to its practical implications for teaching and learning. This document is intended to serve as a resource to teacher-educators, new teachers, and anyone in the education profession who is interested in our best scientific understanding of how learning takes place.
In this selection from his Floating University lecture, Professor Steven Pinker deduces the nature of language acquisition by examining the generative use of grammar in children.
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