“Incredibly engaging and Inspiring”Katherine Letts, Assistant Head, St Laurence School
Teachers of all subjects can benefit from Cognitive Science. It includes two disciplines: cognitive neuroscience, which looks at how the brain learns, and cognitive psychology, which is the study of mental processes like attention, language use, memory, and creativity. Could the advances made by cognitive science research elicit new teaching methods which would allow every child to fulfil their intellectual and emotional potential?
The course will help to explain many of the principles cognitive science such as cognitive load theory (CLT), dual coding, interleaving, spaced practice, retrieval practice, metacognition, and self-regulation and why these help students learn. The course links theory to practice by exploring the research to find the most effective strategies to improve memory and learning based on cognitive science.
You may also be interested in our INSET courses on Metacognition – click here
Who is this INSET for?
This course is essential for both classroom practitioners to aid their delivery and the revision strategies they share with their students, as well as school leaders planning their school’s curriculum intent and implementation
Understanding the role of Cognitive Science in improving learning
- 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
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
Using Cognitive Science to make lessons Memorable & enhance learning opportunities
- 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
Promoting Cognition , Metacognition & Self-regulation
- Benefits of Metamemory
- What does the EEF say about Metacognition?
- Strategies to promote metacognitive talk in the classroom
- Self-regulation and how to promote it
Email : firstname.lastname@example.org
So interesting and really up my streetAndrea Davis, SENCO, Bromsgrove School