CHOOSE SCIENCE NOT MYTHS DAN WILLIAMS & OLIVER CAVIGLIOLI

IS IT A MYTH?

Coffield et al, 2004; Pashler et al, 2006; Hattie, 2009 1 We should teach to individual’s learning styles/preferences MYTH Coffield et al, 2004; Pashler et al, 2006; Hattie, 2009

De Bruyckere et al, 2015; Didau, 2015 We learn more when we teach others, compared to being in a lecture MYTH De Bruyckere et al, 2015; Didau, 2015

Neilsen, Zielinski, Ferguson, Lainhart & Anderson 2013 We are either left or right brained MYTH Neilsen, Zielinski, Ferguson, Lainhart & Anderson 2013

Kirschner, Sweller & Clark, 2006 4 Minimal guidance instructions is better for novice learners MYTH Kirschner, Sweller & Clark, 2006

5 Generic, transferable skills can be taught MYTH Tricott & Sweller, 2012

Barends, Rousseau & Briner, 2014, cited in Jones, 2015 Evidence-based practice Evidence-based practice is about making decisions through the conscientious, explicit and judicious use of the best available evidence from multiple sources by: 1 ASKING 2 ACQUIRING 3 APPRAISING 4 AGGREGATING 5 APPLYING 6 ASSESSING Barends, Rousseau & Briner, 2014, cited in Jones, 2015

Weinstein & Caviglioli, 2016 Where to you get information about how students learn? Weinstein & Caviglioli, 2016

Why do these myths persist? INTUITION CATEGORY MISTAKE SIMPLE MODELS ANTI-INTELLECTUALISM PROFESSIONAL BODIES POOR CPD GROUPTHINK http://donaldclarkplanb.blogspot.co.uk/

classroom-based research Education research — classroom-based research NEW TREATMENT OUTCOME GROUP 1 SAMPLE POPULATION JOHN HATTIE OLD TREATMENT GROUP 2 OUTCOME ROBERT MARZANO

Cognitive psychology — cognitive science

COGNITIVE SCIENCE A liminal moment

1 Distributed practice (spaced practice) Dunlosky et al, 2013

Weinstein, Smith & Caviglioli 2016 Distributed practice (spaced practice) Weinstein, Smith & Caviglioli 2016

2 Interleaved practice Dunlosky et al, 2013; Hattie, 2009

2 Interleaved practice Dunlosky et al, 2013; Hattie, 2009

Roediger & Karpicke, 2006; Deans for Impact, 2015 3 Retrieval practice Roediger & Karpicke, 2006; Deans for Impact, 2015

Weinstein, Smith & Caviglioli 2016 3 Retrieval practice Weinstein, Smith & Caviglioli 2016

Thompson & William, 2007; Hattie, 2009 4 Feedback Specific and clear Looks forward Not ego focused Task centred Thompson & William, 2007; Hattie, 2009

Marzano, 2001; Brown, Roediger & McDaniel, 2014 5 Linking new learning to prior Marzano, 2001; Brown, Roediger & McDaniel, 2014

Pashler et al, 2007; Chandler & Sweller, 1992; Brewer et al, 2004 6 Combining visual with verbal explanations Pashler et al, 2007; Chandler & Sweller, 1992; Brewer et al, 2004

6 Combining visual with verbal explanations Activity Jeff is the president of the company. Sue is the head of the Design team. Erin, Ted and Ian work for Sue. José is the head of Marketing. June, Jill and Carlton report to José. Sue, Ted, Ian and June are working on the Lasagna Project. 1: Who is the highest ranking person on the Lasagna Project? --------------------- 2: Which department has the most people on the project? ---------------------- 3: Which department has the most people on the project?

“ People learn better from graphics and words than from words alone. Richard E Mayer, 2004, Graphics for Learning (R Clark & C Lyons)

Weinstein, Smith & Caviglioli 6 Combining visual with verbal explanations Weinstein, Smith & Caviglioli

7 Metacognitive strategies Dunlosky et al, 2013; Hattie, 2009

THE LEARNING SCIENTISTS Dr Yana Weinstein University of Massachusetts USA Dr Megan Smith Rhode Island College USA

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