Students can be exposed to learning, participate in learning and understand learning. However, the learning we observe during lessons may not be a good indicator of retention.
Kirschner, Sweller & Clark (2006, p 76) claim that “if nothing has changed in long-term memory, nothing has been learned”. The on-going problem of student learning gaps may be the result of forgetting more than missed learning.
How can we ensure that classroom learning moves into long-term memory?
Expertise theory tells us that it is deliberate, purposeful and systematised practice that moves learning from understanding to mastery (Ericsson & Pool, 2016).
Given that time is highly limited in the classroom, it makes sense to provide students with the type of practice that cognitive psychology has identified as the most efficient and effective: spaced, retrieval and interleaved practice (Dunlosky et al., 2013). These strategies facilitate the ‘desirable difficulty’ (Bjork, 1994) that increases learning durability.
This course will guide educators through the theory behind ‘desirable difficulty’ learning strategies, including how to incorporate them into the classroom.
The use of whole class daily reviews will be re-examined and a new strategy using mastery learning folders will be introduced for individual practice, which could be applied to Individual Education Plans.
This course will suit primary curriculum leaders, primary classroom teachers and those interested in strategies and tools for manageable student practice of classroom learning according to individual needs.
1.2.2 Proficient Level - Know students and how they learn - Understand how students learn: Structure teaching programs using research and collegial advice about how students learn.