This course will help to explain many of the principles of cognitive science such as cognitive load theory (CLT), dual coding, interleaving, spaced practice, retrieval practice, metacognition, and why and how these help students learn. The course links theory to practice by exploring the research to find the most effective strategies to improve memory, learning and ultimately revision for examinations at GCSE & A level based on cognitive science.

Who is this course for?

This course is essential for classroom practitioners in all disciplines to aid their delivery and the revision strategies they share with their students at GCSE & A level

Course Outline

Understanding Cognition – how we learn

• Developing different types of Knowledge – declarative & procedural.
• Knowledge vs skills or knowledge through skills
• Cognitive load theory and why we need to consider it
• Dual coding in the classroom
• Chunking ideas to improve memory

Cognition : Constructing & Organising Knowledge

• Knowledge improves thinking and thinking improves knowledge
• Developing schemas and making them visible
• Explicit instruction and helping children understand how they learn

Improving memory & retention for GCSE & A level Exams

• What do we think memory is? What are the different types of memory?
• Creating Desirable Difficulties to Enhance Learning
• Evaluating Rosenshine’s Principles & Dunlosky’s Strategies to boost learning
• Understanding why we forget
• Plenary: 10 strategies to improve memory

Assessment & Retrieval Practice in the Classroom

• A meaningful assessment strategy to build knowledge & understanding
• Strategies to embed retrieval practice into your curriculum
• Building metacognition & self reflection into summative assessments
• Long term strategies to improve student revision technique

Presenter Profile

Paul Main: Paul began working in schools through the large-scale Arts Council Creative Partnerships Program. This research project explored how creativity could be utilised across primary and secondary schools in England. Working across 100 organisations in the North-West of England, he was able to develop a strong sense of what worked in the classroom. Paul joined Futurelab at NFER in 2012 where his work focused on developing critical thinking and metacognitive practice. Supporting schools in developing action research projects, he was able to see first-hand what impact ‘deeper thinking’ had on attainment. During this time, he experimented with handheld devices and more traditional approaches to get everyone thinking hard.

Using Research-Evidence in the classroom became the ‘way to do things’ and it was at this time he joined Oliver Caviglioli and Ian Harris on their pedagogical platform ‘Teachinghow2s’. Paul’s role was to support schools with utilising the latest research to develop classroom practice. In 2017 he created Structural Learning whose mission it is to get everyone thinking more effectively. He creates resources and professional learning materials for teachers that are dedicated to developing independent learners. His areas of expertise lie in Metacognition, critical thinking and creativity.

Feedback from teachers on this course

“Incredibly engaging and Inspiring”
Katherine Letts, Assistant Head, St Laurence School
"So interesting and really up my street"
Andrea Davis, SENCO, Bromsgrove School

Cost: £150 per delegate

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