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Introduction to Cognitive Science and The Webinar Series (Wendy Garner)

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Introduction to Cognitive Science and The Webinar Series (Wendy Garner)

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Authoritarian or authoritative? Can cognitive science provide justification for the use of routines in the classroom? (Ann-Marie Argyropulo-Palmer) 

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Authoritarian or authoritative? Can cognitive science provide justification for the use of routines in the classroom? (Ann-Marie Argyropulo-Palmer) 

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Cognitive Neuroscience and Motivation Theory in Second Language Acquisition (Rachel Bryson)

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Cognitive Neuroscience and Motivation Theory in Second Language Acquisition (Rachel Bryson)

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Forgetting to remember: spacing, interleaving and retrieval of knowledge for the study of longer texts in English (Gordon Bailie )

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Forgetting to remember: spacing, interleaving and retrieval of knowledge for the study of longer texts in English (Gordon Bailie )

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After a space in learning, what do you think the advantages and disadvantages are of either recapping prior learning or using retrieval practice? Do you think there are situations where each is more suited?

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Does cognitive science inevitably recommend traditional teaching I wonder... Or is this something that traditional teaching advocates hav pounced on to justify their approach...

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Teachers are often judged on how well they can 'control' their classrooms... I have heard in the staffroom stuff like 'They behave well for me - why are you having problems with that class??' For some 'control' is everything - and yet in the end there is no control at all to what people learn even if they do conform...

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It is important to remember that the cognitive science promoted by EEF, Ofsted is one version of many approaches, characterised by an emphasis on the central role of memory. The context for this is the knowledge-rich curriculum that insists on the acquisition of complex schemas of substantive knowledge.

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Really interesting talk - where is the line between authoritative and authoritarian...?

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We think we're good at measuring memory but we're not. It is so much more complicated than simply whether you can recall something on being questioned...

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There's a danger of - like I say - mistaking "performance" for learning

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There's arguments for both - the research seems to suggest that the act of effortful remembering is just as useful as actually remembering knowledge. For me, recapping happens at important points in a sequence when students would need to know specific elements of the information being studied. Retrieval can happen at spaced moments to try and encourage retention - at any time - selecting carefully what you ask and when.

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The level of metacognition modelled for/with students in Gordon's example also is really striking

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I HATED languages at school and regret that so much now>..

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MFL is like Maths because it is culturally acceptable to be no good at them... so does the culture demotivate?

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where responsibilty for learning is forgotten and control 'rules'

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Would this apply to all learners? What about Early Years or Primary school age children?

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Such a great idea for thinking about promoting confidence and motivating with speaking in L2 in upper KS2... I wonder how we would make that work within the constrains of the L2 they know?

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Does motivation follow if you used all the techniques do you think?

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What research methods are you using in your cognitive science research at the moment? I am intrigued with how you are finding out about it practically.

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Are archer fish good mathematicians because they have to make these careful calculations to be successful squirters..