1. CHOOSE SCIENCE NOT MYTHS
DAN WILLIAMS & OLIVER CAVIGLIOLI

2. IS IT A MYTH?

3. Coffield et al, 2004; Pashler et al, 2006; Hattie, 20091
We should teach to individual’s
learning styles/preferences
MYTH
Coffield et al, 2004; Pashler et al, 2006; Hattie, 2009

4. 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

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

6. Kirschner, Sweller & Clark, 20064
Minimal guidance instructions
is better for novice learners
MYTH
Kirschner, Sweller & Clark, 2006

7. 5 Generic, transferable skills can be taught MYTH
Tricott & Sweller, 2012

8. 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

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

10. Why do these myths persist?
INTUITION
CATEGORY MISTAKE
SIMPLE MODELS
ANTI-INTELLECTUALISM
PROFESSIONAL BODIES
POOR CPD
GROUPTHINK

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

12. Cognitive psychology —
cognitive science

13. COGNITIVE SCIENCE
A liminal moment

14. 1
Distributed practice (spaced practice)
Dunlosky et al, 2013

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

16. 2
Interleaved practice
Dunlosky et al, 2013; Hattie, 2009

17. 2
Interleaved practice
Dunlosky et al, 2013; Hattie, 2009

18. Roediger & Karpicke, 2006; Deans for Impact, 20153
Retrieval practice
Roediger & Karpicke, 2006; Deans for Impact, 2015

19. Weinstein, Smith & Caviglioli 20163
Retrieval practice
Weinstein, Smith & Caviglioli 2016

20. Thompson & William, 2007; Hattie, 20094
Feedback
Specific
and clear
Looks
forward
Not ego
focused
Task
centred
Thompson & William, 2007; Hattie, 2009

21. Marzano, 2001; Brown, Roediger & McDaniel, 20145
Linking new learning to prior
Marzano, 2001; Brown, Roediger & McDaniel, 2014

22. Pashler et al, 2007; Chandler & Sweller, 1992; Brewer et al, 20046
Combining visual with
verbal explanations
Pashler et al, 2007; Chandler & Sweller, 1992; Brewer et al, 2004

23. 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?

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

26. Weinstein, Smith & Caviglioli6
Combining visual with
verbal explanations
Weinstein, Smith & Caviglioli

27. 7
Metacognitive strategies
Dunlosky et al, 2013; Hattie, 2009

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

29. Cognitive science posters

30. Cognitive science PowerPoint

31. Cognitive science bookmarks

32. Cognitive science stickers

33. For your 6 free HOW2s, go to… www.teachinghow2s.com/cogsci
Cognitive science HOW2s
For your 6 free HOW2s, go to…