Assistant Professor Vanessa Rodriguez discusses the key things that teachers need to know about how the brain works in order to support their own and their students’ learning.
RELATED CONTENT
An introduction to the science of learning
COMING UP: 7.30PM MONDAY FEBRUARY 10Dr Nina Hood will provide an introduction to the science of learning, exploring what is meant by the term, the research base it draws on, and its implications for curriculum and pedagogy in school
How do people learn mathematics? Insights from the science of learning
COMING UP: 7.30PM WEDNESDAY APRIL 30Dr Tanya Evans from the University of Auckland will talk about how the decades of cognitive research can be applied to teaching mathematics in the classroom
Using cognitive load theory to inform teaching and learning
Key ideas from a webinar with Dr Greg Ashman.
An introduction to Cognitive Load Theory
Dr Greg Ashman explores what cognitive load theory is and its practical implications for teachers.
Principles of quality teaching and school leadership
Professor Rob Coe discusses his work developing the Great Teaching Toolkit, an evidence-based curriculum for teacher learning, plus tools and instruments to provide feedback for professional development
Making learning stick with retrieval practice
The key insights and strategies from Kate Jones' webinar on using retrieval practice to promote deep learning.
Making learning stick with retrieval practice
Kate Jones tells us about how to make learning stick, focusing on the benefits of retrieval practice and practical ideas for teachers to ensure classroom practice is based on relevant research evidence
An introduction to cognitive load theory
The implications of cognitive load theory for learning, and how to design instruction to minimise cognitive load and maximise learning.
The role of memory, knowledge, and understanding in learning
How the process of learning occurs in the brain and the relationship between memory, understanding and knowledge
Working memory and its role in teaching and learning
The key features of long-term and working memory and how they work together as part of the learning process.
Retrieval practice and its benefits for long-term learning
Retrieval practice is a learning strategy designed to promote consolidation of knowledge through recall over time.
Spaced practice and its role in supporting learning and retention
Spaced or distributed practice is a pedagogical strategy based on cognitive principles of memory formation.
6 principles of learning from Benjamin Riley
6 principles from the learning sciences research to support effective teaching
What is learning by scientific design?
Benjamin Riley, the founder of Deans for Impact, explores how teachers can design learning experiences for students rooted in scientific insight
The Learning Trajectory: Key insights from Dr Jared Cooney Horvath’s webinar
What teachers need to know about how we learn and what it means for their practice
Learning trajectory – from shallow to deep to transfer
Dr Jared Cooney Horvath explores how humans take in, embody, and utilize new information and ideas
Unleash the Science of Learning in your classroom
Patrice Bain shares the valuable experience she has gained from working with cognitive scientists over the past fifteen years
Supporting students to develop effective study skills
A guide to help teachers support their students to develop good study habits, use effective learning strategies, and stay motivated while working independently.
Learning and our emotions infographic
Discover the ways our emotions affect our learning, and how to design the classroom with emotions in mind
Memory infographic
Learn how different levels of memory are developed and what influences how we retain information
