Tag: Cognitive science

Using cognitive load theory to improve slideshow presentations

19 April 2018

Written by Andy Tharby In recent years, the slideshow has become so ubiquitous that it has become synonymous with the lesson itself. ‘I just need to finish planning this lesson’ has come to mean ‘I just need to complete slides 56 and 57 of my PowerPoint slideshow.’ However, the jury is still out as to whether […]

Posted on: 19 April 2018
Posted in: Blog, Evidence, Uncategorized
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Thinking through revision

27 March 2018

Over the past couple of years at Durrington we have increasingly used the lessons from cognitive science to inform the interventions we put in place to support year 11 revision. This year we have taken this a step further and attempted to fully immerse students, teachers and parents in the principles with the greatest weight of research evidence behind them. […]

Author: Chris Runeckles
Posted on: 27 March 2018
Posted in: Blog
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15 myths about memory and learning

26 February 2018

Education is rife with learning myths. Over time, they harden into fact and then further ossify into our most cherished beliefs. And like Japanese knotweed the longer we leave them to grow and develop, the harder they are to weed out. Here are fifteen of the most common learning myths we have encountered as a research school. […]

Author: Andy Tharby
Posted on: 26 February 2018
Posted in: Blog
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Research Bites – Worked Examples

11 January 2018

Put simply, a worked example is a completed (or partly completed) problem that students can see and refer to while they are working on a similar problem. […]

Posted on: 11 January 2018
Posted in: Blog, Evidence, Uncategorized
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Learning From The Learning Scientists

27 November 2017

On Friday Andy Tharby and Chris Runeckles from The Durrington Research School, led a session at our school INSET day. They were discussing the work of The Learning Scientists who are a group of cognitive psychological scientists, based in the USA, who focus on the science of learning. In particular, they focus on six effective study and teaching strategies that are supported by research evidence. […]

Posted on: 27 November 2017
Posted in: Blog
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Fully Guided Instruction

21 November 2017

In 2006, Paul A. Kirschner, John Sweller and Richard E. Clark wrote a seminal paper on the shortfalls of minimal instructional guidance. They followed this in 2012 with an article for American Educator – ‘Putting Students on the Path to Learning: The Case for Fully Guided Instruction’ – in which they explored the reasons why explicit teaching is usually a more effective approach than minimal guidance. This blog will provide a brief summary of the 2012 article and will explore its implications for day-to-day classroom practice. […]

Author: Andy Tharby
Posted on: 21 November 2017
Posted in: Blog, Evidence
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Training Programme – Improving memory for success in terminal GCSE courses

11 June 2018

This three-day programme will explore which teaching methods, using evidence from cognitive science, have been shown to improve memory retention and recall. There will also be plenty of opportunities for delegates to share effective practice that is happening across our network schools. […]

Posted on: 11 September 2017
Posted in: Events, Training/CPD
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