1. The Science of Learning Geoff N Masters Australian Council for Educational Research

2. As educational leaders and teachers we are constantly making decisions with the goal of promoting learning.

3. decision making loop

4. understanding of current situation understanding of current situation

5. A professional does not commence treatment / intervention / solution without first obtaining detailed information about the situation at hand.

6. understanding of current situation knowledge about how to improve

7. understanding of current situation knowledge about how to improve required resources

8. understanding of current situation knowledge about how to improve required resources ACTION improved learning outcomes

9. ACTION improved learning outcomes understanding of current situation knowledge about how to improve required resources improved life consequences

10. ACTION improved learning outcomes improved life consequences understanding of current situation knowledge about how to improve required resources feedback / evaluation ACTION improved learning outcomes improved life consequences understanding of current situation knowledge about how to improve required resources

11. understanding of current situation knowledge about how to improve

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

13. 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

14. Charles Frederic Gerhardt 1853 isolated acetylsalicylic acid salicylic acid

15. Felix Hoffmann 1897 produced a synthetically altered version salicylic acid

16. John Robert Vane 1982 awarded Nobel Prize for discovering the mechanism aspirin suppresses the production of prostaglandins and thromboxanes salicylic acid

17. What WorksWhy it Works 2300 years

18. SCIENCE What WorksWhy it Works

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

20. observations from research in neuroscience

21. Each brain is unique.

25. The brain goes on being shaped by experience.

29. The brain tries to make sense of incoming information.

33. Physical and emotional states influence brain development.

35. Attention is a key to successful learning.

36. observations from research in education and psychology

37. Learning is a personal journey.

38. (Nussbaum, 1979)

39. Students are at very different stages of development and attainment.

41. Mathematics Achievement

43. “Attainment is only loosely related to age.” Dylan Wiliam (2007)

44. “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)

45. “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)

46. Deep learning requires a framework of concepts.

47. “Experts in a domain have a sensitivity to patterns of meaningful information.” Bransford, Brown and Cocking (2000)

49. Engagement and motivation are keys to successful learning.

50. Feedback and self-monitoring are essential to learning.

51. Implications for teaching

52. 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

53. 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. )

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

55. 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).

56. “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.” Ausubel (1968)

57. “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)

58. 3. clarity about desired learning The teacher makes explicit to students what they are expected to learn as a result of each learning activity.

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

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

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

62. 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.

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

64. 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).

65. 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).

66. in summary…

67. Thank You