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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.