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The Science of Learning
Geoff N Masters
Australian Council for Educational Research
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As educational leaders and teachers weare constantly making decisions with
the goal of promoting learning.
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decision making loop
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understandingof currentsituation
understandingof currentsituation
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A professional does not commence treatment / intervention / solution without
first obtaining detailed information about the situation at hand.
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understandingof currentsituation
knowledgeabout howto improve
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understandingof currentsituation
knowledgeabout howto improve
requiredresources
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understandingof currentsituation
knowledgeabout howto improve
requiredresources
ACTIONimprovedlearning
outcomes
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ACTION
improvedlearning
outcomes
understandingof currentsituation
knowledgeabout howto improve
requiredresources
improvedlife
consequences
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ACTION
improvedlearning
outcomes
improvedlife
consequences
understandingof currentsituation
knowledgeabout howto improve
requiredresources
feedback / evaluation
ACTIONimprovedlearning
outcomes
improvedlife
consequences
understandingof currentsituation
knowledgeabout howto improve
requiredresources
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understandingof currentsituation
knowledgeabout howto improve
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We often know what works long before we know why it works.
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Hippocrates 460-377 BC
described the use of powder made from the bark and leaves of the willow tree to help relieve headaches, pains and fevers
salicylic acid
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Charles Frederic Gerhardt 1853
isolatedacetylsalicylicacid
salicylic acid
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Felix Hoffmann 1897
produced asyntheticallyaltered version
salicylic acid
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John RobertVane1982
awardedNobel Prize for discovering themechanism
aspirin suppresses the production ofprostaglandins andthromboxanes
salicylic acid
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What Works Why it Works2300 years
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SCIENCEWhat Works Why it Works
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In education, we often know what works, but know very little about the underlying science of learning (why things work).
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observations from research inneuroscience
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Each brain is unique.
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The brain goes on being shapedby experience.
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The brain tries to make sense ofincoming information.
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Physical and emotional statesinfluence brain development.
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Attention is a key to successfullearning.
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observations from research ineducation and psychology
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Learning is a personal journey.
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ground
sky
air
space
(Nussbaum, 1979)
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Students are at very different stages of development and attainment.
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76
45
3
2
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Year 2 Year 3 Year 4 Year 5 Year 6 Year 7
Band 6
Band 5
Band 4
Band 3
Band 2
Band 1
Mat
hem
atic
s A
chie
vem
ent
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6
5
4
3
2
1
12 13 14 15Age (years)
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“Attainment is only loosely related to age.”
Dylan Wiliam (2007)
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“factory assembly line model”
Students “move along a conveyor belt from 1st to 12th grade” based on the assumption that individuals of the same age are more or less equally ready for the same curriculum.
Darling-Hammond (2004)
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“In elementary schools, children move from one teacher to the next every year. Every year we trash a year's worth of relationships built between children and their teacher, and we throw away all the knowledge the teacher has gained about what each child needs and can do. Each year, we tell every child and teacher to start over again.”
(Marshak, 2003)
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Deep learning requires a framework of concepts.
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“Experts in a domain have a sensitivity to patterns of meaningful information.”
Bransford, Brown and Cocking (2000)
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Engagement and motivation arekeys to successful learning.
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Feedback and self-monitoring are essential to learning.
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Implications for teaching
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classroom teaching – weak drivers
Weak drivers include ensuring that teachers meet minimally acceptable standards of practice.
For example,• manages classroom activities• manages challenging behaviour• establishes learning plans • selects and uses resources• maintains student safety• assesses student learning• reports on student learning
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classroom teaching – strong drivers
Strong drivers include ensuring that teachers use effective, research-based teaching methods.
( It is these strong drivers that leaders should be encouraging. )
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1. supportive learning environment
The teacher creates a supportive learning environment in which all students are emotionally engaged and motivated to learn.
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2. starting points for teaching
The teacher establishes starting points for teaching by exploring and establishing where students are up to in their learning (this includes questioning to establish student understandings and misconceptions).
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“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.”
Ausubel (1968)
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“In an ideal world, the teacher would have precise and current knowledge of each student’s starting points and also of what assistance each student requires to move to the next level.”
Fullan, et al (2006)
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3. clarity about desired learning
The teacher makes explicit to students what they are expected to learn as a result of each learning activity.
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4. differentiated teaching
The teacher designs learning opportunities to address the needs of students who are at different points in their learning.
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5. continuity of learning
The teacher connects new material to past learning and assists students to see continuity in their learning over time.
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6. deep learning
The teacher promotes deep learning by emphasising underlying principles, concepts and big ideas that are developed over time.
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7. demonstration and checking
The teacher demonstrates explicitly what students are to do, discusses this with students, and then questions and checks (at the group and individual level) that learning is occurring.
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8. teaching and learning opportunities
Within clear lesson plans, the teacher exercises flexibility to capitalise on teaching and learning opportunities as they arise.
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9. ongoing feedback
The teacher provides ongoing feedback to students on their learning (this includes feedback on specific actions that individuals can take to advance their learning).
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10. student beliefs and self-monitoring
The teacher promotes positive student beliefs about their own capacity to learn and encourages metacognitive behaviours (student reflection on and monitoring of their own learning).
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in summary…
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Thank You