John Almarode and Nancy Frey: A Look at How Learning Works

00:58:34
https://www.youtube.com/watch?v=GouaXTmCZXk

Resumen

TLDRThe webinar, hosted by John Elmerod and Nancy Pry, explores the complex processes of how learning works. They emphasize the importance of a balanced approach between scientific research (the science of learning) and its practical application in teaching (the art of teaching). The discussion covers essential topics such as the definition of learning, cognitive load management, and educational challenges teachers face in effectively conveying content. They aim to dispel educational myths such as learning styles, promoting instead a focus on evidence-based practices. A new concept from Stephen Chu introduces 'chokepoints and pitfalls' in learning, highlighting potential barriers in educational settings. The session also discusses practical strategies to apply these concepts in diverse classroom settings, emphasizing the need for teachers to adapt for individual student needs while remaining flexible and responsive.

Para llevar

  • 🎓 John Elmerod and Nancy Pry explore how learning works.
  • 🧠 Cognitive load is crucial in processing and retaining information.
  • ❌ The myth of learning styles is debunked by the presenters.
  • 🔬 Science of learning and art of teaching need to be balanced.
  • 💡 Teachers should adapt scientific principles to classroom settings.
  • 🚫 Potential classroom pitfalls can hinder learning success.
  • 🌐 Effective teaching involves responding to classroom dynamics.
  • 📚 New research on 'chokepoints and pitfalls' was introduced.
  • 🎯 Practical classroom strategies enhance learning.
  • 👩‍🏫 Teachers are the 'captains' adjusting for optimal learning.

Cronología

  • 00:00:00 - 00:05:00

    John Elmerod and Nancy Prye introduce themselves as educational experts in a webinar setting, aiming to explore the complex question of how learning works. Despite not having all the answers, they plan to discuss various perspectives and principles behind learning, emphasizing that teaching and learning are context-dependent experiences rather than fixed methods.

  • 00:05:00 - 00:10:00

    The presenters propose that learning should not have multiple fragmented definitions but rather organized principles. They invite the audience to define learning succinctly. Elmerod suggests learning is a long-term change involving mental representations, resulting from designed experiences, not mere memorization or random activities.

  • 00:10:00 - 00:15:00

    Nancy and John discuss the intersection of research and classroom application, considering learning a long-term change caused by designed experiences. They explore the potential science of teaching, which ideally merges research-based principles with classroom realities, challenging the notion of innate teaching talent by highlighting the art and expertise involved.

  • 00:15:00 - 00:20:00

    The conversation shifts to the complexities of applying research, especially distinguishing between principles and practices in dynamic environments. They use the simple pendulum analogy to illustrate how educational principles must be adjusted for classroom complexities, which are far from the controlled conditions of research labs.

  • 00:20:00 - 00:25:00

    Elmerod and Prye delve deeper into distinguishing principles from practices, underscoring the significance of teachers’ expertise in adapting subjects like spaced practice from research to real-life classroom settings. They discuss the importance of adaptability and customized teaching strategies to bridge research and actual teaching scenarios.

  • 00:25:00 - 00:30:00

    John presents historical research on learning curves and spaced practice, questioning the direct application of these findings from lab to classroom settings. They argue that while research presents promising principles, teacher's expertise is crucial in transforming these principles into classroom practices.

  • 00:30:00 - 00:35:00

    The webinar highlights an interaction between research and pedagogical strategy, emphasizing the importance of teachers’ pedagogical content knowledge over mere subject expertise. The presenters argue for professional decision-making in applying research insights like spaced practice effectively in varied educational contexts.

  • 00:35:00 - 00:40:00

    Discussion of cognitive load theory offers insight into the demands on student working memory. They distinguish between intrinsic, extraneous, and germane cognitive loads, urging teachers to balance these for optimal learning. The conversational style engages participants in identifying cognitive load challenges.

  • 00:40:00 - 00:45:00

    Cognitive load management is elaborated with hypothetical data, connecting research to classroom solutions. Teachers are encouraged to continuously assess and adjust teaching approaches to maintain an effective balance of cognitive loads, ensuring that learning activities are neither overwhelming nor insufficiently challenging.

  • 00:45:00 - 00:50:00

    They introduce the concepts of chokepoints and pitfalls in learning, strategies to address mental barriers, and faulty assumptions made by educators. Real-life implications of these concepts are highlighted, connecting them back to practical classroom strategies, reinforcing the critical role of teacher adaptability.

  • 00:50:00 - 00:58:34

    The webinar concludes with reflections on challenged assumptions about learning, like multitasking and learning styles. It stresses that while everyone has different preferences, fundamental learning processes are similar across humans. Elmerod and Prye express hope that the session sparked deeper contemplation about teaching and learning.

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Vídeo de preguntas y respuestas

  • Who led the webinar about how learning works?

    The webinar was led by John Elmerod and Nancy Pry.

  • What is the primary focus of this webinar?

    The primary focus is understanding how learning works and how principles can be applied in classrooms.

  • What are some key topics discussed in the webinar?

    Key topics include cognitive load, science of learning, promising principles and practices, and educational challenges.

  • Why is cognitive load important in learning?

    Cognitive load is important because it refers to the mental effort used in working memory; balancing this is crucial for effective learning.

  • Do the presenters agree with the concept of learning styles?

    No, the presenters refute the concept of learning styles as effective in teaching.

  • What role do teachers have according to the webinar?

    Teachers are seen as the 'artistic' implementers who adapt scientific principles to the classroom context.

  • Was there any new research introduced in the webinar?

    Yes, new research on "chokepoints and pitfalls" in learning by Stephen Chu was introduced.

  • Why is teaching compared to sailing a boat in the webinar?

    Teaching is compared to sailing due to the need for constant adjustments based on the learning environment and student needs.

  • Was there a book mentioned that relates to the webinar topics?

    Yes, the book 'How Learning Works' was discussed.

  • Are there opportunities for further learning based on the webinar?

    Yes, there are opportunities for deeper learning through institutes and workshops on the topic.

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  • 00:00:00
    john elmerod is an associate professor
  • 00:00:03
    and executive director of teaching and
  • 00:00:05
    learning in the college of education at
  • 00:00:07
    james madison university
  • 00:00:09
    he works with pre-service teachers and
  • 00:00:11
    actively pursues his research interests
  • 00:00:14
    he and his colleagues have presented
  • 00:00:15
    their work to the united states congress
  • 00:00:17
    the u.s department of education and the
  • 00:00:19
    office of science and technology policy
  • 00:00:22
    at the white house
  • 00:00:23
    john has authored multiple articles
  • 00:00:25
    reports and books including clarity for
  • 00:00:27
    learning the success criteria playbook
  • 00:00:30
    and how tutoring works
  • 00:00:32
    and nancy pry
  • 00:00:34
    is a professor in educational leadership
  • 00:00:36
    at san diego state university and a
  • 00:00:38
    leader at health sciences high and
  • 00:00:40
    middle college
  • 00:00:42
    she has been a special education teacher
  • 00:00:44
    reading specialist and administrator in
  • 00:00:46
    public schools
  • 00:00:48
    nancy has engaged in professional
  • 00:00:50
    learning communities for several decades
  • 00:00:52
    building teams that design and implement
  • 00:00:54
    systems to impact teaching and learning
  • 00:00:56
    she has published numerous books
  • 00:00:58
    including the teacher clarity playbook
  • 00:01:01
    the plc plus book series
  • 00:01:03
    rebound and leading the rebound
  • 00:01:07
    and now to get started with today's
  • 00:01:08
    webinar i will turn it over to john
  • 00:01:12
    all right hey
  • 00:01:14
    it's good to see everybody there's nancy
  • 00:01:16
    have you watched the chat the variety of
  • 00:01:19
    places that are chiming in
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    it's wonderful to see people from all
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    over the world
  • 00:01:26
    and also people that are right down the
  • 00:01:28
    road for me hi janet elko it's good to
  • 00:01:31
    see you at least on uh on chat as well
  • 00:01:34
    i'm sure you're seeing colleagues uh
  • 00:01:37
    that are from your neck of the woods too
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    as well as folks that we haven't had a
  • 00:01:42
    chance to meet in other places all
  • 00:01:44
    around the world welcome to all of you
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    and i have to tell you there are a
  • 00:01:49
    couple of folks on here from waynesboro
  • 00:01:51
    and then i see a fellow jmu graduate who
  • 00:01:54
    has two daughters at jmu
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    so thank you for your contributions to
  • 00:01:59
    higher education it's good to see
  • 00:02:01
    everybody um
  • 00:02:02
    nancy we've got to tackle a tough
  • 00:02:05
    question i think it's one of those
  • 00:02:06
    questions that you we all grapple with
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    and we've all thought about
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    but we're getting better and better at
  • 00:02:13
    coming up with that answer
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    although not perfect but we're getting
  • 00:02:17
    closer to understanding how does
  • 00:02:18
    learning work nancy did this ever come
  • 00:02:20
    across your mind as a classroom teacher
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    like pretty much every day how does
  • 00:02:26
    learning work i know john whenever i
  • 00:02:29
    first started teaching many many years
  • 00:02:31
    ago
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    and i really did think that learning was
  • 00:02:36
    all about me just finding the right
  • 00:02:40
    combination of activities and that
  • 00:02:43
    somehow or another if i put those
  • 00:02:45
    activities together in the right order
  • 00:02:48
    that somehow learning would occur and it
  • 00:02:51
    took quite a while before i realized
  • 00:02:54
    that i had a very wise mentor teacher
  • 00:02:56
    that said you know we're all brain
  • 00:02:59
    workers i want you to think about the
  • 00:03:01
    fact that we work with brains and it's
  • 00:03:04
    important that we understand that things
  • 00:03:07
    don't just happen randomly but that we
  • 00:03:10
    can create some of those conditions that
  • 00:03:12
    promote actual learning and not just
  • 00:03:16
    behavior not just compliance
  • 00:03:20
    that's right and i i can't help but go
  • 00:03:22
    back to that
  • 00:03:24
    infamous phrase that you doug and john
  • 00:03:26
    hattie uh typed out in the assessment
  • 00:03:29
    capable visible learners book by chance
  • 00:03:32
    versus by design
  • 00:03:34
    and i think about
  • 00:03:35
    when i first started to think about
  • 00:03:37
    changing brains because i was told a
  • 00:03:39
    very similar story i had this vision of
  • 00:03:41
    those those brain images that have all
  • 00:03:43
    the different colors on them the oranges
  • 00:03:45
    and the reds and yellows and i thought
  • 00:03:46
    well wait if i take my students into a
  • 00:03:49
    dark room and have them hold their nose
  • 00:03:51
    and open their mouth do you actually see
  • 00:03:53
    those colors
  • 00:03:55
    right and understanding
  • 00:03:57
    what what the brain science says and
  • 00:03:59
    what its limits are
  • 00:04:01
    in application to our classroom and what
  • 00:04:03
    really does
  • 00:04:05
    uh the research say about how learning
  • 00:04:07
    works and so my hope is alongside you
  • 00:04:09
    this evening and the brief time that
  • 00:04:11
    we're together we can start to unpack a
  • 00:04:13
    couple of ideas behind this question for
  • 00:04:16
    those of you on the webinar just as a
  • 00:04:18
    quick
  • 00:04:19
    hint a preview of coming attractions we
  • 00:04:22
    won't answer this question to completion
  • 00:04:24
    in fact nancy and i are going to share
  • 00:04:26
    some other ways of thinking about it to
  • 00:04:29
    kind of get you to dive into this on
  • 00:04:30
    your own because at the end of the day
  • 00:04:32
    how learning works may have similar
  • 00:04:34
    principles
  • 00:04:36
    but what it looks like in nancy's
  • 00:04:37
    classroom and what it looks like in mine
  • 00:04:39
    is going to be different because they're
  • 00:04:41
    students not widgets and i think that's
  • 00:04:43
    what makes this difficult
  • 00:04:46
    that's a good challenge for all of us
  • 00:04:48
    john
  • 00:04:49
    so hopefully we'll be able to knock out
  • 00:04:51
    a couple of things before we depart
  • 00:04:54
    what is meant by learning i think it's
  • 00:04:56
    important that we move away from this
  • 00:04:58
    idea that uh learning can be defined in
  • 00:05:01
    eight million different ways
  • 00:05:03
    instead
  • 00:05:04
    what is our accepted definition of
  • 00:05:06
    learning so we know what the target is
  • 00:05:08
    um and then i want to share the research
  • 00:05:10
    that we have in the playbook on
  • 00:05:12
    promising principles and promising
  • 00:05:14
    practices and what that means and why
  • 00:05:16
    that is important and then we may look
  • 00:05:18
    at a couple of the uh the ways to to
  • 00:05:20
    explain this out and to work on this so
  • 00:05:23
    nancy let's start with a question for
  • 00:05:25
    them if you had to define learning i
  • 00:05:27
    want you to take 30 seconds nancy and i
  • 00:05:29
    are going to pause for 30 seconds and
  • 00:05:31
    how would you define learning you can
  • 00:05:33
    either use the chat box or think to
  • 00:05:35
    yourself if the chat box is too
  • 00:05:36
    overwhelming with this many folks how
  • 00:05:38
    would you define learning take about 30
  • 00:05:40
    seconds and let's see what pops up in
  • 00:05:42
    the chat box
  • 00:05:58
    hmm
  • 00:06:07
    excellent
  • 00:06:08
    yeah oh i love the joy did you see the
  • 00:06:10
    joy
  • 00:06:11
    that's a major part of it emotion is
  • 00:06:14
    actually a major role of this in fact
  • 00:06:16
    emotion is the fuel
  • 00:06:18
    for learning uh let's look at the
  • 00:06:20
    three-part definition a learning
  • 00:06:22
    scientist as we developed this playbook
  • 00:06:25
    and through our own experiences
  • 00:06:27
    learning can be broken down into
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    three-part definition main
  • 00:06:31
    main ideas behind what it means to learn
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    and we're going to get you to fill in
  • 00:06:34
    some of the blanks
  • 00:06:36
    on your own here learning is it's not
  • 00:06:39
    brief or transitory um
  • 00:06:41
    or the use of information like
  • 00:06:42
    remembering a phone number we're not
  • 00:06:44
    even going to count if the student
  • 00:06:46
    stands outside our door and memorizes
  • 00:06:48
    the pythagorean theorem comes in and
  • 00:06:49
    takes the quiz nancy i'm not even going
  • 00:06:51
    to count that
  • 00:06:53
    instead
  • 00:06:54
    we need to agree that learning is
  • 00:06:56
    long-term change
  • 00:06:58
    not indefinite change
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    so long term doesn't mean indefinite but
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    it certainly is more than just cramming
  • 00:07:04
    outside the door and then walking in
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    so that's our first big idea is it's
  • 00:07:10
    long-term change
  • 00:07:12
    so what is that change what kind of
  • 00:07:14
    change do we see here
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    i'll give you just a second to take a
  • 00:07:18
    guess at these blanks
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    in this case we're talking about mental
  • 00:07:29
    representations or associations
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    so it's long-term change
  • 00:07:35
    but there has to be some type of
  • 00:07:36
    representation in our minds now this
  • 00:07:38
    part might shock some folks we actually
  • 00:07:41
    don't know yet what these entities take
  • 00:07:43
    in the brain we can't we haven't figured
  • 00:07:45
    that out we haven't gone from neurons to
  • 00:07:48
    numerators
  • 00:07:50
    or dendrites to
  • 00:07:52
    declensions
  • 00:07:54
    we can't make that leap yet and so we
  • 00:07:56
    don't quite understand this but we do
  • 00:07:59
    know
  • 00:07:59
    that learning is long-term change
  • 00:08:01
    results in mental representations and
  • 00:08:02
    associations now nancy this next one's
  • 00:08:04
    my favorite because this is where we
  • 00:08:06
    take out
  • 00:08:07
    the chance part of it
  • 00:08:10
    where does this come from
  • 00:08:17
    and the answer is
  • 00:08:20
    if we're going to talk about how we
  • 00:08:21
    learn as teachers
  • 00:08:24
    then that change needs to come as a
  • 00:08:26
    result of an experience that we design
  • 00:08:30
    that we have a say in that we engage
  • 00:08:32
    learners in
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    that learning is a change as a result of
  • 00:08:36
    experience
  • 00:08:38
    and so it's these three big ideas that
  • 00:08:40
    we have to make sure we have down
  • 00:08:42
    somewhere long-term change
  • 00:08:44
    mental representations and associations
  • 00:08:47
    and it's the result of some experience
  • 00:08:50
    and i think it's so important to be able
  • 00:08:52
    to circle around those three ideas as
  • 00:08:55
    well because so much of what all of us
  • 00:08:58
    teach regardless of content area
  • 00:09:01
    is in fact abstract
  • 00:09:04
    there are relatively speaking very few
  • 00:09:07
    things that we that we teach that are
  • 00:09:09
    actually really concrete when you're
  • 00:09:11
    teaching about volcanoes you're not
  • 00:09:13
    hauling a volcano in right you're
  • 00:09:16
    creating a representation of that and
  • 00:09:20
    your goal if you're teaching in science
  • 00:09:22
    for example is to make sure that
  • 00:09:25
    students understand over the long term
  • 00:09:28
    what we mean not only by volcanoes but
  • 00:09:31
    also in understanding the
  • 00:09:34
    ring of fire for example and what all of
  • 00:09:37
    those look like and in order to do so
  • 00:09:40
    we've got to create some meaningful
  • 00:09:42
    experiences
  • 00:09:44
    that help students to be able to
  • 00:09:46
    anchor that information over the long
  • 00:09:49
    term
  • 00:09:51
    absolutely and and that has actually
  • 00:09:53
    been drilled down to a science nancy
  • 00:09:55
    over the last 20 some years when we were
  • 00:09:57
    writing and working on this playbook and
  • 00:09:59
    putting this together
  • 00:10:00
    the amount of research that has been
  • 00:10:02
    generated from what is coined as the
  • 00:10:04
    science of learning is just at times
  • 00:10:07
    overwhelming
  • 00:10:09
    because it's a fascinating area it's
  • 00:10:10
    something we all want to dive into
  • 00:10:13
    but it left me asking
  • 00:10:15
    and i'll pitch this to them if that's
  • 00:10:18
    the science of learning
  • 00:10:20
    do we actually have a science of
  • 00:10:22
    teaching
  • 00:10:24
    can we work towards that and maybe when
  • 00:10:26
    it comes to how learning works if we can
  • 00:10:28
    develop a way to think through that then
  • 00:10:31
    we can have a science of teaching that
  • 00:10:33
    takes away that mysticism that's often
  • 00:10:35
    given to teachers you know those that
  • 00:10:37
    got it the wickedness
  • 00:10:39
    and that's really what motivated us to
  • 00:10:41
    get together and put this book together
  • 00:10:42
    how do we design those experiences so
  • 00:10:44
    that when a seven-year-old asks us
  • 00:10:46
    what's an inference
  • 00:10:48
    we can create an experience based on how
  • 00:10:50
    learning works that gives them the same
  • 00:10:53
    outcome that nancy described the ring of
  • 00:10:55
    fire
  • 00:10:57
    how would you describe a science of
  • 00:10:59
    teaching
  • 00:11:04
    do you think there's a science and art
  • 00:11:07
    to teaching
  • 00:11:08
    and the reason that i say that is
  • 00:11:09
    because and i know you feel the same way
  • 00:11:11
    as well we push back on that idea
  • 00:11:15
    that that there are people who are quote
  • 00:11:17
    unquote born to teach
  • 00:11:19
    um that there really is a science of
  • 00:11:22
    teaching that's around all of that and
  • 00:11:24
    that the art of teaching is in being
  • 00:11:27
    able to assemble this kind of knowledge
  • 00:11:29
    about learning and put it together in
  • 00:11:32
    ways that are likely to be able to
  • 00:11:34
    deliver results
  • 00:11:36
    but i know you want to talk some more
  • 00:11:37
    about the science of teaching so what is
  • 00:11:40
    it john what's the science of teaching
  • 00:11:42
    don't leave what's hanging
  • 00:11:44
    i this is one of my favorite things to
  • 00:11:46
    talk about and as you know as we worked
  • 00:11:48
    on this i just keep going back to this
  • 00:11:50
    because
  • 00:11:51
    one of the things we have to watch out
  • 00:11:52
    for is this research versus applying
  • 00:11:55
    research argument and so this is one of
  • 00:11:57
    the things that i noticed um it came up
  • 00:11:59
    in our conversations over and over again
  • 00:12:01
    that i i'm just dying to share with the
  • 00:12:03
    group here
  • 00:12:04
    basic research what we uncovered in in
  • 00:12:07
    how learning works is that the basic
  • 00:12:09
    research we read and combed through and
  • 00:12:11
    looked through
  • 00:12:12
    was all about discovery we're going to
  • 00:12:14
    look at an example of in just a moment
  • 00:12:16
    it was discovering how learning works
  • 00:12:18
    but then as teachers nancy we spend
  • 00:12:22
    less time on discovery but more time on
  • 00:12:24
    goal-driven research in other words i
  • 00:12:26
    want my learners to learn about
  • 00:12:27
    volcanoes and the ring of fire or
  • 00:12:30
    inferences in other words i walk in with
  • 00:12:31
    a goal whereas a scientist a cognitive
  • 00:12:34
    scientist has the freedom to discover
  • 00:12:36
    and bring about these principles
  • 00:12:39
    so when we talk about a science of
  • 00:12:41
    teaching it's how do we move from
  • 00:12:44
    research on the neural mechanisms of
  • 00:12:46
    memory
  • 00:12:47
    to getting our learners to remember trig
  • 00:12:49
    identities
  • 00:12:51
    and that's really where this playbook
  • 00:12:54
    comes into play and answering the
  • 00:12:56
    question how learning works becomes so
  • 00:12:58
    important what does this step look like
  • 00:13:03
    and you know what i think of too is on
  • 00:13:05
    the medical side of
  • 00:13:08
    the house that there's always this idea
  • 00:13:10
    of bench to bedside how do we make sure
  • 00:13:14
    that the lab bench or in this particular
  • 00:13:16
    case the research end of it is
  • 00:13:19
    translated
  • 00:13:20
    into applicable applicable kinds of
  • 00:13:24
    theories and constructs where we get
  • 00:13:26
    results we need that lab bench we need
  • 00:13:29
    that basic research and we need the
  • 00:13:32
    ability to be able to translate that
  • 00:13:34
    research in order to apply it
  • 00:13:37
    and that's really what we set out to do
  • 00:13:39
    in this work is is there a pathway to
  • 00:13:41
    translate this and at the time we
  • 00:13:44
    started talking through this the answer
  • 00:13:45
    was no
  • 00:13:46
    nancy i want to welcome through a
  • 00:13:47
    thought experiment one of our one of my
  • 00:13:49
    favorite thought experiments and if
  • 00:13:51
    you'll excuse me for a moment i am going
  • 00:13:52
    to go heavy into science because i think
  • 00:13:54
    that's the best way to talk about the
  • 00:13:56
    art and science of teaching and
  • 00:13:58
    understanding how learning works
  • 00:14:00
    so i want us to think back to our days
  • 00:14:02
    in high school or eighth grade physical
  • 00:14:04
    science where we learned about a simple
  • 00:14:06
    pendulum
  • 00:14:08
    the fact of the matter is is that a
  • 00:14:10
    simple pendulum everything that comes
  • 00:14:12
    with it from the frictionless pivot
  • 00:14:14
    that's a word you probably haven't heard
  • 00:14:16
    in a while unless you teach science um
  • 00:14:18
    to the equilibrium position
  • 00:14:20
    the amplitude those all came as a result
  • 00:14:24
    of a vacuum
  • 00:14:25
    laboratory-based study of what happens
  • 00:14:28
    to a massive object oscillating
  • 00:14:31
    harmonically
  • 00:14:33
    well it allowed us to come up with these
  • 00:14:34
    relationships and trig and ultimately
  • 00:14:36
    come up with this mathematical formula
  • 00:14:38
    that describes the behavior of a
  • 00:14:40
    pendulum
  • 00:14:41
    in any of the physics problems that we
  • 00:14:43
    put in students textbooks
  • 00:14:46
    but it was done in a vacuum in a
  • 00:14:48
    laboratory
  • 00:14:50
    so my question then is
  • 00:14:53
    what happens if you take that pendulum
  • 00:14:55
    out of the laboratory and put it on a
  • 00:14:58
    boat
  • 00:15:01
    we remove it from a static environment
  • 00:15:04
    and we put it in a dynamic environment
  • 00:15:06
    in which we have less control
  • 00:15:09
    less predictability
  • 00:15:11
    what then happens to the principles
  • 00:15:14
    that were uncovered with the pendulum
  • 00:15:16
    and i think that's really where our
  • 00:15:18
    discussion is most powerful
  • 00:15:20
    how do we separate
  • 00:15:22
    the principle
  • 00:15:24
    from the practice and so as we dive into
  • 00:15:27
    some examples here in just a second one
  • 00:15:29
    of the things we have to watch out for
  • 00:15:31
    is where is where does the research give
  • 00:15:33
    us a principle but it doesn't give us
  • 00:15:36
    the practice that actually requires us
  • 00:15:38
    as the teacher to have the professional
  • 00:15:40
    expertise in the art to translate what
  • 00:15:43
    that would look like on our boat
  • 00:15:46
    what do you think of that nancy
  • 00:15:51
    sorry i accidentally muted my microphone
  • 00:15:54
    you know i i i
  • 00:15:56
    when we first talked about this and when
  • 00:15:58
    you're first explaining this i'm like oh
  • 00:16:00
    man i'm out of my depth i
  • 00:16:02
    i don't really know the trig and the
  • 00:16:05
    physics and oh my gosh i had flashbacks
  • 00:16:07
    of 11th grade science all of a sudden
  • 00:16:09
    right oh what's the amplitude but
  • 00:16:13
    but i do understand being on a fishing
  • 00:16:16
    boat i do understand what it is that
  • 00:16:19
    that looks like and you know this that's
  • 00:16:21
    a great example of how at times we we
  • 00:16:25
    may not know the exact principles but we
  • 00:16:28
    know how it is that those principles are
  • 00:16:30
    put into practice
  • 00:16:33
    so let's look at another
  • 00:16:34
    example this is one of my personal
  • 00:16:37
    favorites um because you've seen me
  • 00:16:39
    present on this before um and i like to
  • 00:16:41
    do it because of the date i'm in 1885
  • 00:16:45
    evan haas decided he wanted to
  • 00:16:47
    understand
  • 00:16:48
    forgetting and so he thought well you
  • 00:16:51
    know i have nothing better to do with my
  • 00:16:52
    time he may have been uh getting ready
  • 00:16:55
    to quarantine as well and so he decided
  • 00:16:58
    he was going to see how quickly he
  • 00:17:01
    forgot something that he learned but he
  • 00:17:02
    knew two big things he knew number one
  • 00:17:05
    it couldn't be something that he had
  • 00:17:06
    prior knowledge or background knowledge
  • 00:17:08
    around
  • 00:17:09
    because as we know that influences how
  • 00:17:12
    learning works if i know have a lot of
  • 00:17:14
    prior knowledge or background knowledge
  • 00:17:15
    about something it fits better into our
  • 00:17:17
    cognitive architecture so he knew that
  • 00:17:19
    and number two he needed to try to
  • 00:17:22
    create an unbiased experiment
  • 00:17:25
    and i don't know about you my classroom
  • 00:17:27
    was never unbiased
  • 00:17:30
    i liked my students i favored my
  • 00:17:32
    students and that's just the way that
  • 00:17:33
    worked so he decided i'll come up with
  • 00:17:34
    random nonsense syllables and i'll learn
  • 00:17:38
    them
  • 00:17:39
    and then
  • 00:17:41
    i'll test myself over a period of time
  • 00:17:43
    to see how long it takes me to
  • 00:17:45
    forget
  • 00:17:46
    and in 1885 he came out with this
  • 00:17:50
    quantitative relationship between the
  • 00:17:52
    percent of the syllables he remembered
  • 00:17:54
    and the amount of time that had passed
  • 00:17:55
    since the last quiz
  • 00:17:59
    this was published in 1885 and has
  • 00:18:01
    become known as the learning curve um it
  • 00:18:04
    kurt fisher and and some of those
  • 00:18:05
    researchers at harvard have now coined
  • 00:18:07
    it uh the transients curve the idea that
  • 00:18:10
    we do forget things
  • 00:18:12
    but he wasn't done yet
  • 00:18:14
    he wasn't done yet
  • 00:18:16
    he decided then
  • 00:18:18
    well why don't i review this every so
  • 00:18:21
    often to see
  • 00:18:24
    how much i need to review and the review
  • 00:18:26
    spacing to see
  • 00:18:28
    how to help me remember more
  • 00:18:32
    and out comes this data
  • 00:18:34
    which is officially evan haas's learning
  • 00:18:37
    curve
  • 00:18:39
    this is an 1885 study that we latch on
  • 00:18:42
    to as teachers
  • 00:18:44
    and i just kind of want to unpack this
  • 00:18:46
    for a minute because his conclusion was
  • 00:18:49
    humans more easily remember or learn
  • 00:18:51
    items when they're studied a few times
  • 00:18:53
    over a long period rather than studied
  • 00:18:55
    repeatedly over a short period of time
  • 00:18:59
    my question is nancy is this a bridge
  • 00:19:01
    too far
  • 00:19:02
    to go from nonsense syllables to what we
  • 00:19:05
    do in our classrooms
  • 00:19:07
    i think that that's always a really
  • 00:19:09
    interesting question about that as well
  • 00:19:12
    how do we put together strings of
  • 00:19:15
    unrelated information is actually
  • 00:19:18
    different than what it is that we're
  • 00:19:20
    going for in our classrooms which is
  • 00:19:22
    building schema building and linking on
  • 00:19:26
    new information to known information i
  • 00:19:28
    saw someone
  • 00:19:29
    remark on that earlier about going from
  • 00:19:31
    the known to the new all the time
  • 00:19:33
    hopefully we don't have our students
  • 00:19:35
    just memorizing random strings of
  • 00:19:38
    information we're anchoring it we're
  • 00:19:39
    tying it together
  • 00:19:42
    so then my next question is
  • 00:19:44
    um
  • 00:19:45
    so do we just give up on the science of
  • 00:19:47
    of learning
  • 00:19:49
    ebon haas do we just stop doing this or
  • 00:19:52
    is there another way to think about this
  • 00:19:58
    and that's really where we want to go
  • 00:19:59
    with this and that's actually the point
  • 00:20:01
    of the limited time that we have
  • 00:20:02
    together
  • 00:20:04
    what if those syllables were specific
  • 00:20:06
    pieces of content or skills in your
  • 00:20:08
    classroom
  • 00:20:09
    and this is so important and this is
  • 00:20:11
    something that um i know if doug were
  • 00:20:14
    here he would be adamant about sharing
  • 00:20:16
    nancy you are equally as passionate i've
  • 00:20:17
    heard you talk about it but
  • 00:20:20
    at what point
  • 00:20:22
    does the expertise and knowledge of the
  • 00:20:23
    teacher
  • 00:20:25
    play the most important role here
  • 00:20:28
    just like the sailor on the boat is
  • 00:20:30
    going to know more about how the
  • 00:20:32
    pendulum works on the ocean or the sea
  • 00:20:35
    more so than the physicist
  • 00:20:38
    because the physicist studied the
  • 00:20:39
    pendulum in a vacuum ebenha studied
  • 00:20:43
    spaced practice in a lab
  • 00:20:45
    when actually the people who know the
  • 00:20:46
    most about spaced practice
  • 00:20:49
    are on this webinar because we're in the
  • 00:20:51
    classroom each and every day and as
  • 00:20:53
    translators
  • 00:20:55
    we have to make those decisions based on
  • 00:20:57
    who's in front of us
  • 00:20:58
    and so what about the knowledge and
  • 00:21:00
    expertise of the sailor this is where i
  • 00:21:02
    claim
  • 00:21:04
    the art of teaching comes in
  • 00:21:06
    our expertise our professional knowledge
  • 00:21:08
    about our own environment
  • 00:21:10
    that's what allows us to take a
  • 00:21:12
    promising principle
  • 00:21:14
    developed by ebonhoss and turn it into a
  • 00:21:16
    promising practice that nancy you and i
  • 00:21:19
    can use in our classrooms
  • 00:21:21
    on tuesday
  • 00:21:24
    you know john it really causes me to
  • 00:21:26
    think about the
  • 00:21:28
    the findings in the visible learning
  • 00:21:30
    database that john hattie developed and
  • 00:21:33
    that is that the predictor is not solely
  • 00:21:38
    the content knowledge of the teacher
  • 00:21:42
    we've all had experiences with teachers
  • 00:21:45
    who are quite knowledgeable in their
  • 00:21:47
    discipline it's the pedagogical content
  • 00:21:50
    knowledge in other words it's not only
  • 00:21:52
    having that content knowledge but do you
  • 00:21:54
    understand the pedagogy behind it in
  • 00:21:58
    order to be able to build that learning
  • 00:22:00
    experience much like the sailor who
  • 00:22:03
    needs to get on that boat
  • 00:22:06
    that content expertise coupled with that
  • 00:22:10
    pedagogical knowledge that that
  • 00:22:12
    experience is what is going to deliver
  • 00:22:15
    those breakthrough results we're all
  • 00:22:17
    looking for
  • 00:22:19
    and i think that that is one of the
  • 00:22:21
    reasons why uh for me i and i don't want
  • 00:22:23
    to speak for you nancy but i
  • 00:22:25
    but i enjoy spending so much time in
  • 00:22:28
    classrooms
  • 00:22:30
    not just at the university office
  • 00:22:32
    because at the end of the day
  • 00:22:34
    my son's second grade teacher and my
  • 00:22:36
    daughter's fourth grade teacher probably
  • 00:22:38
    have a better grasp on space to practice
  • 00:22:41
    than i do from a laboratory at james
  • 00:22:44
    madison university
  • 00:22:47
    in fact let's go with space practice and
  • 00:22:49
    nancy it's funny you bring up the
  • 00:22:50
    visible learning effect sizes because
  • 00:22:52
    that's exactly where we want to go with
  • 00:22:54
    this let's take evan haas's promising
  • 00:22:56
    principle
  • 00:22:57
    the promising principles there
  • 00:22:59
    uh it has a rather high effect size
  • 00:23:02
    spaced practice matters spaced practice
  • 00:23:04
    works
  • 00:23:05
    but the implementation has to come with
  • 00:23:07
    it
  • 00:23:08
    and we're not
  • 00:23:09
    kind of pushing the science of learning
  • 00:23:11
    aside what we want to make sure we do is
  • 00:23:12
    that findings from the science of
  • 00:23:14
    learning still need us as professionals
  • 00:23:17
    to engage in the art and the science of
  • 00:23:19
    teaching so for example nancy if we were
  • 00:23:21
    going to use space practice in our
  • 00:23:22
    classrooms we have some reflective
  • 00:23:24
    questions we would have to come up with
  • 00:23:26
    on our own
  • 00:23:27
    what does it look like
  • 00:23:29
    in your language arts class versus my
  • 00:23:32
    science class or your math class versus
  • 00:23:34
    my humanities class
  • 00:23:37
    what are the conditions
  • 00:23:39
    what's the spacing
  • 00:23:42
    does it work with my kindergartners the
  • 00:23:44
    same way that it might work with your
  • 00:23:45
    sixth graders
  • 00:23:47
    can this happen in an informal setting
  • 00:23:49
    and should we then try to encourage
  • 00:23:51
    learners
  • 00:23:52
    to engage in space practice oh and by
  • 00:23:55
    the way how much control do i need to
  • 00:23:57
    have over this
  • 00:24:00
    how did you decide in your s we called
  • 00:24:02
    it spiraling how did you decide on those
  • 00:24:04
    things
  • 00:24:07
    well we certainly relied a lot on the
  • 00:24:11
    developers of the curriculum to give us
  • 00:24:14
    at least some insights around
  • 00:24:16
    what we should know what it is that
  • 00:24:18
    students should know and so on but you
  • 00:24:20
    also have to unglue from the curriculum
  • 00:24:23
    as well and look up as you noted um not
  • 00:24:27
    only to look down at the at the manual
  • 00:24:30
    for example and the wrap around
  • 00:24:32
    apparatus that goes with it but to look
  • 00:24:34
    up who are your students what do they
  • 00:24:38
    already know what do they not know yet
  • 00:24:41
    are you clear about what it is that you
  • 00:24:43
    want to know and to understand who they
  • 00:24:46
    are as learners because as you noted
  • 00:24:48
    earlier from child to child from young
  • 00:24:51
    person to another young person there's
  • 00:24:53
    going to be a range of what it is that
  • 00:24:56
    they have the capacity to be able to
  • 00:24:59
    learn how space practice is going to
  • 00:25:01
    work for them
  • 00:25:03
    absolutely and i guess the moral of the
  • 00:25:06
    story and and the slam dunk for this
  • 00:25:08
    part of our time together is
  • 00:25:10
    quite simply spaced practices the
  • 00:25:12
    pendulum in the boat and we're actually
  • 00:25:14
    the boat captains
  • 00:25:16
    where we have to really make those
  • 00:25:18
    adjustments i'm keeping in mind that
  • 00:25:21
    our environment is our classroom and it
  • 00:25:23
    changes day to day it changes
  • 00:25:25
    minute by minute in some cases
  • 00:25:28
    i know you've heard me talk about my
  • 00:25:29
    children they've already had to be
  • 00:25:31
    benched uh this year because of covet
  • 00:25:33
    exposure already and so there's this
  • 00:25:35
    constant adjustment in giving and taking
  • 00:25:39
    so let's go with based practice as a
  • 00:25:41
    starting point in the chat box
  • 00:25:44
    what are some other findings from the
  • 00:25:46
    science of learning
  • 00:25:47
    that you've heard about read about or
  • 00:25:49
    familiar with
  • 00:25:51
    just put those in the chat so that nancy
  • 00:25:52
    and i can see where you're coming from
  • 00:25:54
    in terms of your prior knowledge about
  • 00:25:56
    what we mean by the science of learning
  • 00:25:58
    what are some other things
  • 00:26:02
    student engagement yes absolutely good
  • 00:26:05
    sandra thanks for getting us started
  • 00:26:09
    emotion yep
  • 00:26:11
    prior knowledge interleaving good
  • 00:26:16
    prior knowledge emotions attention
  • 00:26:20
    excuse me student discourse
  • 00:26:23
    student agency
  • 00:26:27
    social emotional learning yep
  • 00:26:30
    ah dual coding gradual release
  • 00:26:37
    trauma-based instruction
  • 00:26:39
    retrieval practice
  • 00:26:43
    cooperative learning good
  • 00:26:45
    now the cool part is um i love the
  • 00:26:47
    cognitive load showing i've been
  • 00:26:48
    processing speed feedback is one of them
  • 00:26:50
    yep absolutely
  • 00:26:52
    we don't have the time this evening to
  • 00:26:54
    go through all of the seven major
  • 00:26:57
    principles that we dove into in the how
  • 00:27:00
    learning works playbook
  • 00:27:02
    but one of the things that we want to
  • 00:27:04
    point out much like the pendulum in the
  • 00:27:05
    boat
  • 00:27:06
    is the idea that
  • 00:27:08
    there's no one way to take a promising
  • 00:27:11
    principle and turn it into a promising
  • 00:27:13
    practice
  • 00:27:15
    we have to make those adaptations based
  • 00:27:17
    on the local context of our classroom
  • 00:27:20
    and so that's really what we want to try
  • 00:27:22
    out nancy do you want to try an
  • 00:27:24
    experiment
  • 00:27:26
    i would love to
  • 00:27:27
    so we're good nancy i are going to pitch
  • 00:27:29
    three questions to you and what we'd
  • 00:27:32
    like you to do is to trial three we'll
  • 00:27:33
    give you about two minutes uh to try to
  • 00:27:35
    figure out
  • 00:27:36
    three of them it's just for fun and
  • 00:27:38
    we're not gonna collect it you don't
  • 00:27:39
    have to submit a flip grid when we're
  • 00:27:41
    done and there's not gonna be a google
  • 00:27:43
    form you have to fill out this is just
  • 00:27:44
    for fun and take just a moment
  • 00:27:47
    and look at those three questions and
  • 00:27:50
    take a shot at them but the catch is you
  • 00:27:52
    can't write anything down
  • 00:27:54
    you have to do it all by mental math as
  • 00:27:57
    it's called
  • 00:28:07
    this is already causing me stress john
  • 00:28:19
    hmm
  • 00:28:27
    so some folks are putting answers in the
  • 00:28:29
    chat box
  • 00:28:37
    ah so we do have some okay
  • 00:28:47
    laura i appreciate your bold honesty no
  • 00:28:50
    idea
  • 00:28:52
    i would like to i would like to second
  • 00:28:54
    that
  • 00:28:57
    so here's the funny thing about these um
  • 00:29:01
    these actually tested whether you know
  • 00:29:03
    it or not um one of the concepts that we
  • 00:29:06
    unpack in the how learning works
  • 00:29:07
    playbook
  • 00:29:08
    um and and some of you may have have
  • 00:29:11
    struggled with a couple of these for
  • 00:29:12
    example
  • 00:29:13
    number two you likely were able to
  • 00:29:16
    fumble around and get to an answer on
  • 00:29:18
    that one
  • 00:29:20
    you could work backwards in your mind
  • 00:29:21
    and there were a few enough steps
  • 00:29:24
    and the numbers were such that you were
  • 00:29:25
    able to take care of that um number one
  • 00:29:28
    now let me ask you this and nancy number
  • 00:29:30
    one is is long division
  • 00:29:33
    while it's something we often get in the
  • 00:29:34
    primary grades or the elementary grades
  • 00:29:37
    um
  • 00:29:38
    without scratch paper number one's a
  • 00:29:40
    tough ask
  • 00:29:44
    and so
  • 00:29:45
    what do we do with this number three is
  • 00:29:47
    another example where you know what um
  • 00:29:54
    the chat box those of you that are in
  • 00:29:55
    the chat box concerned about screens
  • 00:29:57
    they are working behind the scenes to
  • 00:29:59
    adjust adjust that
  • 00:30:01
    um
  • 00:30:02
    they're they're working on it we're
  • 00:30:03
    getting messages private messages that
  • 00:30:05
    they are working on that so um you
  • 00:30:08
    aren't being ignored it's just a matter
  • 00:30:09
    of trying to get in and figure out how
  • 00:30:11
    to make that uh so that the switch
  • 00:30:13
    occurs
  • 00:30:15
    um but they are indeed working on it um
  • 00:30:17
    number three on the other hand it could
  • 00:30:19
    be just overwhelming what's the point
  • 00:30:20
    we're actually introducing a concept
  • 00:30:22
    known as cognitive load
  • 00:30:24
    cognitive load um and nancy it's
  • 00:30:27
    probably easier to explain cognitive
  • 00:30:29
    load
  • 00:30:30
    by looking at something like a surge
  • 00:30:32
    protector isn't it
  • 00:30:35
    oh that's a great way to think about it
  • 00:30:37
    i love that you mean in other words when
  • 00:30:39
    there's too much
  • 00:30:41
    that's coming in there's too much energy
  • 00:30:43
    in this particular case that's coming in
  • 00:30:45
    that surge protector says oh you know
  • 00:30:47
    what we gotta shut down just for a
  • 00:30:49
    little bit
  • 00:30:50
    we gotta push the pause button and let
  • 00:30:53
    that sort of cool down just a bit i love
  • 00:30:56
    that idea
  • 00:30:57
    that's right
  • 00:30:58
    um and so you ran into cognitive load
  • 00:31:01
    issues with some of these questions but
  • 00:31:03
    the cognitive load issues depending on
  • 00:31:05
    lots of different factors right
  • 00:31:07
    uh for example number one
  • 00:31:10
    was relatively easy we all do long
  • 00:31:13
    division we know the algorithm we know
  • 00:31:14
    how to do it we just couldn't keep track
  • 00:31:16
    of that many steps number two we could
  • 00:31:19
    kind of hunt and peck and figure out but
  • 00:31:20
    as somebody also pointed out number
  • 00:31:22
    three involved some vocab issues
  • 00:31:24
    you had to understand what coefficients
  • 00:31:27
    were and what expanded polynomials were
  • 00:31:29
    and oh by the way
  • 00:31:30
    if you had access to pascal's triangle
  • 00:31:33
    you could just simply fill those in
  • 00:31:35
    quicker than you could probably do
  • 00:31:36
    number two but i digress what's the
  • 00:31:38
    point
  • 00:31:41
    the cognitive load refers to the weight
  • 00:31:42
    of the source of pressure put on our
  • 00:31:44
    students working memory
  • 00:31:48
    and so
  • 00:31:49
    what does this really involve well there
  • 00:31:52
    are three types of cognitive load three
  • 00:31:55
    types of cognitive load i'm going to
  • 00:31:56
    give you just a moment
  • 00:31:59
    to take those in
  • 00:32:07
    there's intrinsic cognitive load
  • 00:32:10
    there's extraneous cognitive load or
  • 00:32:12
    extrinsic as it's sometimes called and
  • 00:32:14
    there's germain cognitive load now this
  • 00:32:16
    is just one of the seven principles
  • 00:32:18
    unpacked in the playbook and nancy and i
  • 00:32:19
    wanted to kind of share this with you so
  • 00:32:21
    let's look at an example of how these
  • 00:32:23
    all play out
  • 00:32:25
    um intrinsic cognitive load
  • 00:32:27
    is how many novel things does the
  • 00:32:29
    learner have to complete in other words
  • 00:32:30
    it's it's the nature of the actual
  • 00:32:32
    content the skill or the understanding
  • 00:32:36
    so how difficult is this really in and
  • 00:32:38
    of itself that's intrinsic
  • 00:32:41
    in mathematics
  • 00:32:43
    long division has less intrinsic
  • 00:32:45
    cognitive load than solving polynomial
  • 00:32:48
    equations
  • 00:32:52
    extraneous cognitive load then
  • 00:32:54
    is what's imposed on the learner
  • 00:32:57
    but doesn't support the learning this
  • 00:32:59
    would be a word problem with vocab
  • 00:33:02
    that's inappropriate
  • 00:33:04
    that students have to read to solve a
  • 00:33:06
    problem
  • 00:33:08
    that's extraneous cognitive load it's
  • 00:33:10
    not that they can't do long division but
  • 00:33:12
    you've given them a word problem where
  • 00:33:14
    the vocab
  • 00:33:16
    is either unrelatable inappropriate or
  • 00:33:18
    well outside of what's necessary nobody
  • 00:33:21
    needs to know the pattern on the green
  • 00:33:23
    sweater of the guy or gal that loses
  • 00:33:25
    cantaloupes off the back of the wagon
  • 00:33:28
    irrelevant
  • 00:33:30
    nancy
  • 00:33:31
    with your experiences
  • 00:33:34
    how do we
  • 00:33:36
    balance the extraneous cognitive load
  • 00:33:38
    with the intrinsic
  • 00:33:40
    well and what fundamentally what it
  • 00:33:42
    comes down to is making sure that that
  • 00:33:45
    background knowledge is there for
  • 00:33:47
    the learner to be able to access in
  • 00:33:50
    other words to make sure that when we
  • 00:33:53
    are creating those learning
  • 00:33:54
    opportunities or when we're creating
  • 00:33:56
    those assessment opportunities that
  • 00:33:59
    we're not accidentally introducing
  • 00:34:02
    extraneous load that ends up giving us
  • 00:34:05
    this false information about what the
  • 00:34:07
    learner knows and doesn't know so making
  • 00:34:10
    sure that you that your students know
  • 00:34:14
    that information is going to be really
  • 00:34:16
    useful how did i do john did i get at
  • 00:34:19
    least some of that answer right that was
  • 00:34:21
    perfect and it actually is a perfect
  • 00:34:23
    setup because what we do then nancy is
  • 00:34:25
    we use whatever space is available in
  • 00:34:27
    cognitive load and we hope there is
  • 00:34:29
    space to take care of germain cognitive
  • 00:34:32
    load and that's the load we put on
  • 00:34:34
    learners by asking them to do something
  • 00:34:36
    for example go find a group to work with
  • 00:34:39
    uh answer these questions turn so the
  • 00:34:42
    things that we ask them to do
  • 00:34:45
    the teaching activity is referred to as
  • 00:34:48
    germain cognitive load it's the
  • 00:34:49
    experience that we provide and so
  • 00:34:53
    cognitive load altogether is the balance
  • 00:34:55
    of these three things
  • 00:34:58
    so what happens with our cognitive load
  • 00:35:01
    and by the way joanne you bring up a
  • 00:35:02
    great point there are other ways to
  • 00:35:05
    think about learning and they're in the
  • 00:35:06
    playbook
  • 00:35:07
    yes we just chose to do this one tonight
  • 00:35:10
    because with all that's going on in the
  • 00:35:11
    world
  • 00:35:12
    regardless of whether you're in the
  • 00:35:13
    united states or outside of the united
  • 00:35:15
    states cognitive load seemed like a good
  • 00:35:17
    starting point for us
  • 00:35:20
    but you're exactly right we talk about
  • 00:35:21
    behavioral we talk about cognitive and
  • 00:35:23
    we talk about constructive the three
  • 00:35:26
    major categories that's a great point
  • 00:35:28
    joanne i appreciate you speaking up
  • 00:35:31
    so
  • 00:35:32
    let's walk through this nancy so as a
  • 00:35:34
    learner
  • 00:35:35
    we have a working memory capacity but
  • 00:35:38
    you know already
  • 00:35:40
    from our time together
  • 00:35:41
    that everybody's working memory capacity
  • 00:35:43
    may be a bit
  • 00:35:47
    different
  • 00:35:48
    right
  • 00:35:49
    that's expected so let me show you some
  • 00:35:51
    scenarios what happens if
  • 00:35:54
    there's a lot going on in kids lives
  • 00:35:58
    and the content i'm teaching is really
  • 00:36:01
    heavy
  • 00:36:03
    on the screen
  • 00:36:05
    we've exceeded the cognitive load
  • 00:36:08
    and nancy you and i both know what
  • 00:36:09
    happens
  • 00:36:11
    when we get this situation in our
  • 00:36:12
    classrooms
  • 00:36:13
    absolutely and the way this is sometimes
  • 00:36:16
    expressed are some outward behaviors
  • 00:36:18
    that we define as being problematic and
  • 00:36:21
    we might misattribute those uh to other
  • 00:36:26
    reasons and not understand that that
  • 00:36:28
    extraneous cognitive load has already
  • 00:36:31
    taken up too much bandwidth
  • 00:36:34
    absolutely so in the chat box
  • 00:36:36
    what are some immediate solutions
  • 00:36:38
    because you'll notice which one's
  • 00:36:40
    missing from here let's see if in the
  • 00:36:42
    chat box and and dina we're going to
  • 00:36:43
    give away a free book here which one's
  • 00:36:45
    missing we've got intrinsic we've got
  • 00:36:47
    extrinsic jermaine so alice
  • 00:36:50
    carnessie you get a free book um
  • 00:36:52
    jermaine's missing which means
  • 00:36:56
    what am i supposed to do what is nancy
  • 00:36:58
    supposed to do what is alice supposed to
  • 00:37:00
    do
  • 00:37:00
    what are we supposed to do here all
  • 00:37:02
    their cognitive load is full what are
  • 00:37:04
    some things that we could do here in the
  • 00:37:05
    chat box what are some strategies
  • 00:37:08
    that we could put in place here
  • 00:37:11
    to make room for germaine cognitive load
  • 00:37:13
    just throw them in the chat box simplify
  • 00:37:15
    the task link there you go
  • 00:37:21
    chunk the information visuals
  • 00:37:24
    scaffold
  • 00:37:25
    worked examples slow the pace
  • 00:37:32
    and i don't know about you nancy
  • 00:37:34
    but it looks to me like
  • 00:37:38
    exactly
  • 00:37:40
    y'all are captains if you're not a
  • 00:37:42
    captain yet we're promoting you you are
  • 00:37:44
    captains of your classroom ship exactly
  • 00:37:48
    it's looking at learners and
  • 00:37:50
    understanding oh we see that look on
  • 00:37:53
    their faces we know there's too much
  • 00:37:55
    extraneous cognitive load that's
  • 00:37:58
    happening there and that's as expert
  • 00:38:00
    teachers when we hit the pause button
  • 00:38:02
    and we take a few steps back and we go
  • 00:38:05
    okay
  • 00:38:06
    what are other things i can do to reduce
  • 00:38:09
    that extraneous cognitive load in order
  • 00:38:12
    to be able to create that bandwidth for
  • 00:38:15
    especially the germain cognitive load
  • 00:38:18
    that's needed look how much you all know
  • 00:38:22
    all right so let's add another student
  • 00:38:23
    to the mix
  • 00:38:25
    we've all
  • 00:38:29
    likely been in this situation so let's
  • 00:38:30
    put student number two in
  • 00:38:34
    maybe we backed off a little too much
  • 00:38:36
    so the extraneous cognitive load hold it
  • 00:38:38
    constant
  • 00:38:39
    but the student for whatever reason
  • 00:38:42
    um they can handle what we're throwing
  • 00:38:44
    at them and then there's this gap
  • 00:38:46
    nancy what does this
  • 00:38:48
    end up doing
  • 00:38:49
    well again we also start seeing some
  • 00:38:51
    problematic behaviors because this is
  • 00:38:54
    the student that is now bored it's it's
  • 00:38:57
    too little you know i love uh john what
  • 00:39:00
    john hatty says about this
  • 00:39:03
    not too
  • 00:39:04
    hard not too boring trying to find that
  • 00:39:07
    kind of sweet spot and we missed it with
  • 00:39:10
    this particular student we reduced the
  • 00:39:13
    intrinsic cognitive load we did nothing
  • 00:39:16
    for the extraneous cognitive load and
  • 00:39:18
    what we're left with is a student who
  • 00:39:20
    has now decided to tune out
  • 00:39:23
    absolutely and as annika says add that
  • 00:39:26
    germain load um so what might be some
  • 00:39:28
    things we do
  • 00:39:31
    verlaine i'm sorry if i mispronounced
  • 00:39:33
    the net increase the depth and
  • 00:39:35
    complexity good find friends what else
  • 00:39:37
    could we do
  • 00:39:38
    because again jermaine's missing from
  • 00:39:40
    here what are some of the things that we
  • 00:39:42
    could throw in here
  • 00:39:47
    higher level questionings yep personal
  • 00:39:50
    choice
  • 00:39:52
    ah consider expect to inquiry yep
  • 00:39:54
    absolutely
  • 00:40:00
    and i think one of the hardest parts
  • 00:40:01
    nancy and one of the things that we
  • 00:40:03
    could try to accomplish this evening or
  • 00:40:06
    this afternoon or if you're in australia
  • 00:40:08
    this morning um and if you're in london
  • 00:40:11
    well into the night
  • 00:40:13
    is
  • 00:40:14
    these two students
  • 00:40:16
    i could have told you are actually
  • 00:40:17
    sitting next to each other
  • 00:40:19
    in third block on tuesday
  • 00:40:24
    that's that makes this hard
  • 00:40:27
    that makes this hard
  • 00:40:30
    pure tutoring good good good good all
  • 00:40:33
    right let's add one more
  • 00:40:35
    the ideal mix of course would be that
  • 00:40:38
    they all three are there
  • 00:40:41
    that they all three are there
  • 00:40:43
    in some capacity
  • 00:40:44
    there is a body of research that we
  • 00:40:47
    share with you
  • 00:40:48
    that
  • 00:40:49
    actually says there is some need for
  • 00:40:51
    extraneous cognitive load there's a need
  • 00:40:54
    for that there's a need for learners to
  • 00:40:55
    be able to discern
  • 00:40:57
    what the essential information is in a
  • 00:40:59
    piece of text and that stripping it of
  • 00:41:01
    all of its context
  • 00:41:03
    doesn't
  • 00:41:05
    do us any favors
  • 00:41:07
    um
  • 00:41:08
    that's
  • 00:41:09
    really important so it's not that we
  • 00:41:10
    want to get rid of extraneous it's that
  • 00:41:13
    we want to balance these out it's we
  • 00:41:14
    want we want to make sure that we keep
  • 00:41:16
    these under control but also that the
  • 00:41:18
    tasks we give them doesn't push them
  • 00:41:20
    over the edge or beyond their working
  • 00:41:22
    memory capacity
  • 00:41:24
    the trick is is that we want to find a
  • 00:41:26
    balance between all three knowing that
  • 00:41:28
    that balance could shift at any minute
  • 00:41:30
    that balance could shift at any day any
  • 00:41:33
    time of day and from content to content
  • 00:41:35
    if the child grows up in a home where
  • 00:41:37
    the teacher or the the parents or the
  • 00:41:39
    guardians or the family members are avid
  • 00:41:41
    readers
  • 00:41:42
    they may have no trouble citing evidence
  • 00:41:44
    from the text
  • 00:41:46
    making inferences talking about their
  • 00:41:48
    books
  • 00:41:48
    but then they may struggle
  • 00:41:51
    in mathematics and not be ready yet
  • 00:41:54
    to manage their extraneous cognitive
  • 00:41:55
    load
  • 00:41:59
    and again
  • 00:42:00
    if you have 28 students
  • 00:42:02
    i love the comment um but there are not
  • 00:42:04
    only two students there are 28.
  • 00:42:06
    you're right and this is where it gets
  • 00:42:09
    difficult
  • 00:42:10
    this is where it gets difficult which is
  • 00:42:12
    why
  • 00:42:13
    as the boat captain our job is to
  • 00:42:15
    constantly monitor that impact to see
  • 00:42:17
    how it's going
  • 00:42:19
    um
  • 00:42:20
    let's go down that path nancy
  • 00:42:23
    so if you have 28 students
  • 00:42:27
    how do we know if we've got it
  • 00:42:30
    how do we know we've hit the mark
  • 00:42:35
    in the chat box what are some things
  • 00:42:37
    that pop into your head that you could
  • 00:42:39
    do to make sure you've hit the mark
  • 00:42:48
    and you know so many people are
  • 00:42:49
    commenting about the use of assessment
  • 00:42:51
    especially that formative approach and i
  • 00:42:55
    like to call it informative let's stop
  • 00:42:57
    calling it formative it's informative
  • 00:43:00
    because it gives us feedback about where
  • 00:43:03
    our learners are so that we can to the
  • 00:43:05
    best of our ability make those
  • 00:43:07
    adjustments along the way zig and zag
  • 00:43:10
    with different students in order to try
  • 00:43:13
    and keep as much as possible those
  • 00:43:16
    optimal levels going
  • 00:43:20
    absolutely i love that informative
  • 00:43:22
    assessment um
  • 00:43:24
    and just like and i don't mean to
  • 00:43:26
    i don't want to drive the metaphor in
  • 00:43:28
    the ground but i like it um
  • 00:43:31
    the idea that the boat captain is
  • 00:43:33
    constantly watching the dials
  • 00:43:35
    constantly watching and not just keeping
  • 00:43:38
    focused on the dials but looking out the
  • 00:43:40
    window and to see what's going on around
  • 00:43:43
    them and i think that's super important
  • 00:43:45
    before we move into our last part nancy
  • 00:43:47
    i want to go back to the three questions
  • 00:43:49
    and i know some of you can't see the
  • 00:43:50
    three questions
  • 00:43:52
    but i want to give you just a moment
  • 00:43:54
    um how would you describe the different
  • 00:43:56
    types of cognitive load that we're
  • 00:43:57
    messing with you
  • 00:43:59
    um
  • 00:44:00
    in these three examples because each of
  • 00:44:02
    these three examples plucked at a
  • 00:44:05
    different type of cognitive load i'm
  • 00:44:07
    just curious now that you know that
  • 00:44:08
    there are three types of cognitive load
  • 00:44:11
    and that they all need to be balanced
  • 00:44:13
    where did your cognitive load
  • 00:44:16
    get exceeded
  • 00:44:18
    with these questions number one where
  • 00:44:19
    was that cognitive load
  • 00:44:23
    number three you said was extraneous
  • 00:44:25
    okay
  • 00:44:28
    amanda invested number three was
  • 00:44:29
    extraneous for them
  • 00:44:36
    ah number one was jermaine
  • 00:44:39
    um for you absolutely yep a huge german
  • 00:44:42
    love there you go
  • 00:44:48
    and it could have been different evelyn
  • 00:44:49
    you got a different one there that's our
  • 00:44:51
    point and so knowing about the science
  • 00:44:53
    of learning doesn't guarantee that we'll
  • 00:44:54
    get it right just like knowing that
  • 00:44:56
    spaced practice has a high effect size
  • 00:44:59
    doesn't guarantee that i'm going to get
  • 00:45:00
    that .65 or that nancy's going to get
  • 00:45:02
    that .65 it does require us to make
  • 00:45:05
    professional decisions
  • 00:45:08
    to make those artful decisions about how
  • 00:45:10
    to implement it about how to implement
  • 00:45:12
    it and that's the message
  • 00:45:14
    in fact
  • 00:45:15
    nancy we want to introduce one more
  • 00:45:17
    concept before we start to close out our
  • 00:45:19
    time together
  • 00:45:21
    this is actually new research
  • 00:45:24
    this is new research it's so new
  • 00:45:26
    i almost hesitate to say this it's so
  • 00:45:28
    new it didn't even make it in the
  • 00:45:31
    playbook
  • 00:45:33
    but you get it because you're joining us
  • 00:45:35
    for a webinar um
  • 00:45:37
    chokepoints and pitfalls um and nancy
  • 00:45:40
    what do you think of stephen chu's
  • 00:45:43
    discussion of chug points and
  • 00:45:44
    pitfalls you know honestly brilliant
  • 00:45:48
    absolutely brilliant about understanding
  • 00:45:51
    not only what those cognitive barriers
  • 00:45:54
    are what are the things that get in the
  • 00:45:56
    way for different learners at different
  • 00:45:59
    times but also to understand too that
  • 00:46:02
    there are some places some choke points
  • 00:46:05
    that we can without intending to
  • 00:46:07
    actually contribute to magnify make that
  • 00:46:11
    worse as well what we want to do is
  • 00:46:13
    recognize where those pitfalls are where
  • 00:46:16
    the choke points are where things slow
  • 00:46:18
    down just a bit so we can open that back
  • 00:46:21
    up again and i know that i'm talking in
  • 00:46:24
    advance of you explaining what exactly
  • 00:46:27
    this work is but i love the idea of it
  • 00:46:30
    because it really resonates as classroom
  • 00:46:33
    teachers for all of us it resonates with
  • 00:46:35
    what it is that we do and what it is
  • 00:46:37
    that we see
  • 00:46:39
    and stephen chu is an educational
  • 00:46:41
    psychologist and nancy and i are huge
  • 00:46:43
    fans of him uh he's kind of hit the
  • 00:46:46
    education scene and taking it by storm
  • 00:46:48
    because of his amazing ability to talk
  • 00:46:50
    about the
  • 00:46:52
    well the choke points and pitfalls of
  • 00:46:54
    how we learn here's what he means by
  • 00:46:55
    that
  • 00:46:56
    um
  • 00:46:58
    dr chu calls a choke point um as a
  • 00:47:01
    limitation or constraint in learner's
  • 00:47:03
    cognitive system that if we don't pay
  • 00:47:06
    attention to if we don't pay attention
  • 00:47:08
    to it'll anchor us and it will not allow
  • 00:47:11
    us to make progress
  • 00:47:12
    um i'm just curious
  • 00:47:15
    we've talked about cognitive load and
  • 00:47:17
    working memory capacity that's a choke
  • 00:47:19
    point um what are some other choke
  • 00:47:21
    points you can think of right off the
  • 00:47:23
    bat
  • 00:47:28
    what are some other choke points ah
  • 00:47:30
    language okay
  • 00:47:32
    nice
  • 00:47:34
    effect yes affective filters yep prior
  • 00:47:37
    knowledge
  • 00:47:38
    sensory input
  • 00:47:40
    fear of failure
  • 00:47:43
    ah cultural clashes
  • 00:47:51
    yeah absolutely those are all excellent
  • 00:47:54
    excellent choke points
  • 00:47:56
    um in his paper
  • 00:47:58
    um that that we're happy to share with
  • 00:48:00
    you um one of those things is that
  • 00:48:02
    mental effort and concentration are
  • 00:48:04
    limited resources we can only pay
  • 00:48:06
    attention for so long
  • 00:48:08
    and we can only concentrate on so many
  • 00:48:10
    things for so long um and then we've
  • 00:48:12
    already talked about cognitive load
  • 00:48:16
    what are some so in addition to just
  • 00:48:18
    posting what those choke points are
  • 00:48:22
    how do we get around that
  • 00:48:25
    how do we get around choke points
  • 00:48:28
    what do we do to address those choke
  • 00:48:30
    points in the chat box what would you do
  • 00:48:32
    to address something like a prior
  • 00:48:34
    negative experience at school how would
  • 00:48:36
    you get around what would you do
  • 00:48:38
    concept mapping build relationships
  • 00:48:42
    scaffold the language
  • 00:48:50
    absolutely
  • 00:48:58
    ah find success and celebrate patience
  • 00:49:02
    involve the families
  • 00:49:07
    inviting classrooms yep absolutely
  • 00:49:11
    absolutely and those are some really
  • 00:49:13
    good suggestions
  • 00:49:16
    for the examples we gave
  • 00:49:18
    utilize deliberate practice to ensure
  • 00:49:20
    that we build that fluency and
  • 00:49:22
    automaticity
  • 00:49:23
    we're talking cognitive here but your
  • 00:49:25
    answers are right on the money
  • 00:49:28
    and then breaking things into smaller
  • 00:49:29
    chunks
  • 00:49:31
    good good good good
  • 00:49:33
    so nancy that's the choke point
  • 00:49:36
    now we've got
  • 00:49:38
    the pitfalls and we're going to end on
  • 00:49:40
    this one because this is where everybody
  • 00:49:42
    gets all upset
  • 00:49:45
    oh boy
  • 00:49:47
    nancy what do you think of pitfalls
  • 00:49:51
    pitfalls are a part of the teaching and
  • 00:49:54
    learning experience
  • 00:49:56
    i think as teachers and as learners we
  • 00:49:59
    are always on the lookout for ourselves
  • 00:50:02
    monitoring
  • 00:50:03
    what those possible pitfalls might be
  • 00:50:06
    because all of us
  • 00:50:09
    from time to time make some faulty
  • 00:50:12
    assumptions
  • 00:50:13
    about what's going on in the brains of
  • 00:50:17
    our learners
  • 00:50:19
    yeah this one always uh upsets my
  • 00:50:22
    students at the university because we
  • 00:50:24
    all show up with a belief about how we
  • 00:50:28
    learn
  • 00:50:30
    and
  • 00:50:31
    boy that's a tough one um and and i
  • 00:50:34
    hesitate to do this next slide but we
  • 00:50:36
    are getting down to the box so let's
  • 00:50:38
    just go ahead and stir the pot here are
  • 00:50:40
    two statements about learning
  • 00:50:45
    that's all i'm going to say for now
  • 00:50:52
    and they're both pitfalls
  • 00:50:55
    they both are beth you got it they're
  • 00:50:58
    both wrong
  • 00:51:01
    oh so here's the first one
  • 00:51:04
    christina we are multitaskers
  • 00:51:07
    although some better than others
  • 00:51:10
    well that's false
  • 00:51:11
    multitasking is a huge myth
  • 00:51:15
    um here's another one
  • 00:51:17
    students in our classroom
  • 00:51:20
    and we'll see if we get like 5 000
  • 00:51:22
    people logging off nancy because this
  • 00:51:23
    one upset me when i learned about this
  • 00:51:26
    students in our classrooms have
  • 00:51:27
    different learning styles
  • 00:51:29
    when our instruction matches a student's
  • 00:51:31
    style they learn better
  • 00:51:33
    oh boy that's false too
  • 00:51:36
    false false false those are pitfalls
  • 00:51:38
    and that actually can interfere with
  • 00:51:41
    learning if we subscribe to those
  • 00:51:43
    pitfalls
  • 00:51:45
    and that's tough
  • 00:51:47
    because we believe we have learning
  • 00:51:49
    figured out because we survived it
  • 00:51:52
    pitfalls can be big big trouble
  • 00:51:55
    so there are lots of different pitfalls
  • 00:51:57
    and by the way we talk about pitfalls in
  • 00:51:58
    the playbook in fact we provide about 30
  • 00:52:00
    some different pitfalls
  • 00:52:02
    for you to wrestle with in the playbook
  • 00:52:04
    now we didn't have steven choose
  • 00:52:06
    research to to go in that playbook we'll
  • 00:52:08
    make sure you get a copy of that for
  • 00:52:09
    sure um but learning styles is this
  • 00:52:12
    learning style somebody asked i'll do
  • 00:52:15
    this very quickly nancy i can't leave it
  • 00:52:16
    alone lydia said can you explain the
  • 00:52:18
    learning style situation yes
  • 00:52:22
    that's why
  • 00:52:23
    because if i claim to be a visual
  • 00:52:26
    learner
  • 00:52:27
    and you nancy as my teacher give me
  • 00:52:30
    everything as a visual stimuli
  • 00:52:33
    because i claim to be a visual learner
  • 00:52:35
    i'm actually going to
  • 00:52:37
    overwhelm my working memory capacity
  • 00:52:40
    because everything's coming in as the
  • 00:52:42
    same stimuli
  • 00:52:45
    that's essentially why it falls apart
  • 00:52:50
    that's the way that works oh and by the
  • 00:52:52
    way joy you're exactly right
  • 00:52:54
    um
  • 00:52:56
    the pitfall there's nothing inherently
  • 00:52:57
    competitive about learning but we set it
  • 00:52:59
    up in school to be viciously competitive
  • 00:53:01
    and we actually see that in the in the
  • 00:53:03
    um research competitive learning doesn't
  • 00:53:05
    work
  • 00:53:07
    oh so nancy
  • 00:53:11
    what do you think well you know i i
  • 00:53:14
    i agree with you around uh especially
  • 00:53:17
    around the learning styles i also can't
  • 00:53:19
    leave it alone
  • 00:53:21
    tom hatty is one of the nicest human
  • 00:53:24
    beings i know and one of the very few
  • 00:53:27
    times that you can see him
  • 00:53:29
    really truly getting agitated bring up
  • 00:53:32
    learning styles
  • 00:53:34
    bring up learning styles right
  • 00:53:37
    and and i think it's so important to be
  • 00:53:39
    able to end on that note too because 150
  • 00:53:42
    years ago
  • 00:53:44
    there were
  • 00:53:46
    knowledgeable scientists that believed
  • 00:53:49
    truly believed that you could know about
  • 00:53:52
    the brain by feeling the bumps on a
  • 00:53:54
    person's head we know that's not true
  • 00:53:57
    now that was a pitfall at that time we
  • 00:53:59
    need to be open and making sure that we
  • 00:54:02
    are doing the kind of
  • 00:54:05
    learning that we need to do
  • 00:54:07
    all the time because we are those brain
  • 00:54:09
    workers
  • 00:54:11
    um and you know it goes against um and
  • 00:54:13
    this will be our parting comment on this
  • 00:54:15
    one um there is that and this is and if
  • 00:54:18
    this didn't cause digestive distress
  • 00:54:20
    to to our colleagues nancy
  • 00:54:22
    this this next statement's gonna the
  • 00:54:24
    idea that we all learn differently
  • 00:54:27
    it turns out the research says otherwise
  • 00:54:31
    that we actually all fundamentally learn
  • 00:54:34
    the same way as a species we do have
  • 00:54:36
    preferences um and we do have different
  • 00:54:39
    bodies of prior knowledge and background
  • 00:54:40
    knowledge but when it comes down to the
  • 00:54:42
    the fundamentals of learning
  • 00:54:45
    we're all very similar in our approach
  • 00:54:49
    um it just comes in a different context
  • 00:54:52
    and so my question to you is in
  • 00:54:54
    tonight's context this afternoon's
  • 00:54:56
    context or if you are in
  • 00:54:58
    australia
  • 00:55:01
    this morning's context did we meet our
  • 00:55:03
    success criteria nancy do you think
  • 00:55:07
    how did we do
  • 00:55:09
    well i i hope
  • 00:55:11
    that all of us can talk about learning
  • 00:55:14
    in a deeper kind of way as well
  • 00:55:17
    um and
  • 00:55:19
    john what about those promising
  • 00:55:21
    principles and promising practices
  • 00:55:24
    yeah so hopefully you're you're walking
  • 00:55:26
    away with the idea that cognitive load
  • 00:55:29
    is a promising principle but how it
  • 00:55:32
    shows up in our classroom that's a
  • 00:55:34
    promising practice that requires us to
  • 00:55:36
    be
  • 00:55:37
    the captains of the boat or
  • 00:55:39
    the art of operating in our own
  • 00:55:41
    classrooms
  • 00:55:46
    and so with that nancy it's always a
  • 00:55:49
    pleasure to work alongside you um i've
  • 00:55:51
    had a great time tonight and this
  • 00:55:53
    afternoon visiting with you um and so do
  • 00:55:56
    you want to say goodbye to the folks
  • 00:55:57
    before we hand it back over to dina
  • 00:55:59
    i will thank you so much and i know that
  • 00:56:01
    dina has got books to give away so dina
  • 00:56:04
    why don't we turn it to you please
  • 00:56:07
    great thank you and
  • 00:56:08
    absolutely a big thank you to you john
  • 00:56:10
    and nancy for this engaging presentation
  • 00:56:13
    it provided such valuable information on
  • 00:56:15
    how learning works and how we can parlay
  • 00:56:17
    that science into our classroom practice
  • 00:56:20
    and if everyone wants to hold on for
  • 00:56:22
    just another minute or two we'll get to
  • 00:56:24
    the book giveaway but first i wanted to
  • 00:56:26
    just give you some brief information in
  • 00:56:28
    case you're interested in doing a deeper
  • 00:56:30
    dive into how learning works
  • 00:56:32
    one of those opportunities is to join
  • 00:56:34
    john nancy and the co-author doug fisher
  • 00:56:37
    for a full day institute how the
  • 00:56:39
    learning brain works which is being held
  • 00:56:41
    on september 29th
  • 00:56:43
    and because you joined us today you get
  • 00:56:45
    a 50 discount off your registration by
  • 00:56:47
    using the code
  • 00:56:48
    webinars21 to join the institute on
  • 00:56:51
    september 29th
  • 00:56:53
    and if you're interested in a customized
  • 00:56:55
    workshop which is tailored to what your
  • 00:56:58
    school really needs we do offer
  • 00:57:00
    workshops on how learning works led by
  • 00:57:02
    certified consultants
  • 00:57:04
    and for both of those opportunities just
  • 00:57:06
    visit corwin.com
  • 00:57:08
    how learning works and explore those
  • 00:57:10
    options
  • 00:57:11
    and now for the book giveaway which john
  • 00:57:13
    i might have missed if you did you name
  • 00:57:16
    somebody that was getting one of the
  • 00:57:18
    books
  • 00:57:19
    um yes and it was way up in the chat box
  • 00:57:23
    first name is alice a-l-y-s
  • 00:57:27
    i believe okay i will find owls and
  • 00:57:29
    maybe she is right there
  • 00:57:33
    nesta okay i will make sure that we send
  • 00:57:36
    a book out to alice and then one other
  • 00:57:38
    person that i selected for winning at
  • 00:57:40
    random is beth skelton
  • 00:57:43
    so beth we will reach out to you also
  • 00:57:45
    and send um copies of how learning works
  • 00:57:48
    to both of you and again if you'd like
  • 00:57:50
    to purchase the book
  • 00:57:52
    um to anyone who wasn't a winner you can
  • 00:57:54
    go to coren.com how learning works and
  • 00:57:57
    when you check out use the code webinars
  • 00:57:59
    and you get free shipping and 20 off
  • 00:58:02
    which beats amazon right
  • 00:58:04
    so anyway um thank you again for
  • 00:58:06
    everyone for joining us today
  • 00:58:09
    and thank you to
  • 00:58:10
    john and nancy for graciously giving of
  • 00:58:12
    your time to each of us
  • 00:58:14
    and we wish all of you a wonderful start
  • 00:58:16
    to your week ahead
  • 00:58:20
    awesome polly email me please
  • 00:58:26
    we'll make sure that that happens paulie
  • 00:58:28
    thanks for letting us know that
Etiquetas
  • learning
  • education
  • teaching
  • cognitive load
  • promising practices
  • science of learning
  • art of teaching
  • educational research
  • classroom strategies
  • professional development