the science of learning geoff n masters australian council for educational research

The Science of Learning

Geoff N Masters

Australian Council for Educational Research

As educational leaders and teachers weare constantly making decisions with

the goal of promoting learning.

decision making loop

understandingof currentsituation


A professional does not commence treatment / intervention / solution without

first obtaining detailed information about the situation at hand.


knowledgeabout howto improve



requiredresources



requiredresources

ACTIONimprovedlearning

outcomes

ACTION

improvedlearning

outcomes



requiredresources

improvedlife

consequences

ACTION

improvedlearning

outcomes

improvedlife

consequences



requiredresources

feedback / evaluation

ACTIONimprovedlearning

outcomes

improvedlife

consequences



requiredresources

We often know what works long before we know why it works.

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

Charles Frederic Gerhardt 1853

isolatedacetylsalicylicacid

salicylic acid

Felix Hoffmann 1897

produced asyntheticallyaltered version

salicylic acid

John RobertVane1982

awardedNobel Prize for discovering themechanism

aspirin suppresses the production ofprostaglandins andthromboxanes

salicylic acid

What Works Why it Works2300 years

SCIENCEWhat Works Why it Works

In education, we often know what works, but know very little about the underlying science of learning (why things work).

observations from research inneuroscience

Each brain is unique.

The brain goes on being shapedby experience.

The brain tries to make sense ofincoming information.

Physical and emotional statesinfluence brain development.

Attention is a key to successfullearning.

observations from research ineducation and psychology

Learning is a personal journey.

ground

sky

air

space

(Nussbaum, 1979)

Students are at very different stages of development and attainment.

76

45

3

2

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

6

5

4

3

2

1

12 13 14 15Age (years)

“Attainment is only loosely related to age.”

Dylan Wiliam (2007)

“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)

“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)

Deep learning requires a framework of concepts.

“Experts in a domain have a sensitivity to patterns of meaningful information.”

Bransford, Brown and Cocking (2000)

Engagement and motivation arekeys to successful learning.

Feedback and self-monitoring are essential to learning.

Implications for teaching

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

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. )

1. supportive learning environment

The teacher creates a supportive learning environment in which all students are emotionally engaged and motivated to learn.

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).

“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.”

Ausubel (1968)

“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)

3. clarity about desired learning

The teacher makes explicit to students what they are expected to learn as a result of each learning activity.

4. differentiated teaching

The teacher designs learning opportunities to address the needs of students who are at different points in their learning.

5. continuity of learning

The teacher connects new material to past learning and assists students to see continuity in their learning over time.

6. deep learning

The teacher promotes deep learning by emphasising underlying principles, concepts and big ideas that are developed over time.

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.

8. teaching and learning opportunities

Within clear lesson plans, the teacher exercises flexibility to capitalise on teaching and learning opportunities as they arise.

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).

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).

in summary…

Thank You

the science of learning geoff n masters australian council for educational research

Documents