The research behind the science of learning

Tutorial review featuring six learning strategies and how they can be effectively implemented in class

Like Comment

The practical side of teaching students can be as different in its implementation as the topics or the individuals being taught. In this paper, Teaching the Science of Learning, the authors Yana Weinstein, Christopher Madan and Megan Sumeracki from the University of Massachusetts in the United States of America, present a tutorial review of six learning strategies implemented in classrooms: dual coding, elaboration, concrete examples, spaced practice, interleaving and retrieval practice. The authors deconstruct each of the strategies with reference to research evidence from neuroscience, cognitive psychology and education professionals, and provide recommendations for how these strategies might be implemented in class. This review is a tremendous resource for teachers to consider when they design their lessons and introduce the science of learning to their students. 

The full article is available for free in the journal, Cognitive Research: Principles and Implications.

Gabrielle Ahern

Managing Community Editor, npj Science of Learning Community

I have developed an interesting portfolio of skills and experience in science communication and content creation. My qualifications include a BA (GU), BMarSt.Hon (UQ), CertIV in TESOL (ACC), GCertTertTLP (UOW) and a GCertJ (UQ). You're welcome to contact me, if you would like to join the Community and contribute a blog about the mind, brain or education space.