Wednesday December 13th, 2023 Webinar 1: Cognitive Science and Beyond: How young children learn by WendyGarner

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

WendyGarner — 2023-12-08 07:35:53 UTC

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

WendyGarner — 2023-12-08 08:48:52 UTC

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

WendyGarner — 2023-12-12 10:34:39 UTC

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

WendyGarner — 2023-12-12 11:27:52 UTC

Research into Practice (Debs Forrest)

WendyGarner — 2023-12-12 11:28:21 UTC

Synaptic Plasticity (Jo Hall)

WendyGarner — 2023-12-12 11:28:49 UTC

2023-12-13 16:40:31 UTC

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

2023-12-13 16:51:36 UTC

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...

Cognitive science or sciences?

2023-12-13 16:53:58 UTC

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.

2023-12-13 17:01:48 UTC

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

2023-12-13 17:08:43 UTC

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...

2023-12-13 17:10:17 UTC

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?

2023-12-13 17:10:23 UTC

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

Couldn't agree more!

2023-12-13 17:13:43 UTC

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

2023-12-13 17:14:13 UTC

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

2023-12-13 17:15:46 UTC

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.

2023-12-13 17:18:19 UTC

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

2023-12-13 17:19:26 UTC

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

2023-12-13 17:19:54 UTC

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?

2023-12-13 17:25:08 UTC

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

2023-12-13 17:26:58 UTC

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.

2023-12-13 17:35:09 UTC

where responsibilty for learning is forgotten and control 'rules'

2023-12-13 17:35:27 UTC

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

Wednesday December 13th, 2023​​ Webinar 1: Cognitive Science and Beyond: How young children learn​ by WendyGarner