“Incredibly engaging and Inspiring”
Katherine Letts, Assistant Head, St Laurence School
Many learners can struggle with working memory and memory overload, as well as what’s termed cognitive load (the amount of information we can usefully deal with at any one time).
It’s extremely helpful for educators to have a full understanding how the human brain’s ability to process and recollect information works – and how, in classroom situations, tasks can be broken down and segmented to help ensure that working memory is indeed being used to facilitate long-term learning. Learning is a complex process that involves various cognitive thinking skills such as attention, memory, problem-solving, and decision-making. These skills are essential for acquiring new knowledge, making connections between different concepts, and applying what has been learned in different situations.
The course will help to explain many of the principles cognitive science such as cognitive load theory (CLT), dual coding and retrieval practice and why and how these help students learn.
You may also be interested in our INSET courses on Metacognition – click here
Who is this INSET for?
This course is essential for classroom practitioners in all phases and subject areas and will provide you with a detailed understanding of how working memory is integral to the formation of long-term memory and practical strategies to improve the whole process of learning.
Gaining a deeper understanding of the learning process
- Attention span
- Working memory and long-term memory
- How learning is transferred
- Cognitive load theory and why we need to consider it
- Dual coding in the classroom
- Recognising ways to secure attention, in preparation for transference into working memory
Highly effective strategies to increase fluency and aid recall
- Knowledge improves thinking and thinking improves knowledge
- Developing schemas and making them visible
- Explicit instruction and helping children understand how they learn
Practical strategies for teachers to support the progression from working memory to long-term memory
- 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
Looking for a course with more about Rosenshine’s Principles ? Take a look at our INSET on Applying Rosenshine’s Principles to the Classroom
So interesting and really up my street
Andrea Davis, SENCO, Bromsgrove School
