00:00

Maximizing Impact: Science of Learning Strategies for Student Study Habits

Dive into the journey of implementing the Science of Learning Strategies at Churchie school, focusing on the Learner's Toolkit for Years 7-10. Explore the theory of Retrieval Practice, the importance of high-utility study strategies, and bridging the gap between theory and practice. Learn how this program aims to empower students to become lifelong learners through targeted training and application of effective learning methods.

martintoledano
Download Presentation

Maximizing Impact: Science of Learning Strategies for Student Study Habits

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Beginning to maximise the impact of Science of Learning Strategies on Student Study Habits Steven Taylor Year 8 ALT Coordinator Instructive Coach Ashton Murphy Year 7 ALT Coordinator Year 7-9 Mathematics Coordinator

  2. What we will be covering today • A snapshot of the ALT journey • An overview of the learner’s toolkit continuum (scope and sequence) • How we teach it o Retrieval theory and examples (e.g. forgetting curve and examples) o What does an ALT lesson look like at Churchie?

  3. A Learners Toolkit – Introduction “...teachers and principals are cast as technicians who have the technical skills to implement the ideas of others but not the professional expertise to engage in the exciting task of theorising and designing curriculum” Reid, A. (2019) Changing Australian Education: How policy is taking us backwards and what can be done about it. Abingdon, Routledge. What is A Learner's Toolkit • Study strategies for secondary students that improve results, learner knowledge and self-belief • A four-year study evaluating the science of learning methods against student outcomes • Supports Churchie staff in their own professional journey and PD experiences • Coordinates the A Learner’s Toolkit (ALT) Years 7-10 learner behaviours, habits and study skills subject in our student's timetable

  4. Progress to Date Progress to Date Translate: 2023 20 international Partner Schools • 4 Critical Friends • Building a real-time Leaner Profile from Me as a Learner survey • Research Project # 1 Baseline Study of Adolescent habits and study strategies Translate: 2023 Devise: 2018 Devise: 2018 Trial: 2019 Test and refined the toolkit • Build the Conceptual Model • Piloted Me as a Learner Survey • Collected baseline data • Ad-hoc cohort lectures Trial: 2019 Refine: 2020 Refine: 2020 Enact: 2021 Enact: 2021- -2022 2022 • After school study skills • Review of the literature • Build the Toolkit • Commence relationship with the UQ SLRC • Pilot of timetabled subject for a single year- level • Developed the training continuum • Developed Unit 1 Fighting Forgetting and Unit 2 Building Understanding • Translated to a second school • Refined training program based on the KBCP model • Roll out of a full Year 7- 10 program • Build “open-access” schools platform

  5. The Gap between Theory and Practice • If learners adopt high-utility strategies or techniques (i.e. Retrieval Practice, Spaced Practice, Interleaving, Dual Coding) during their learning activities, then substantial improvements will result (based on lab studies) • Models of self-regulated learning emphasize that decisions that learners make about the strategies to adopt during studying are informed by knowledge and beliefs about such strategies, often acquired through self-reflection on their performance (e.g., Efklides, 2011; Winne & Hadwin, 1998; Zimmerman, 2008; see also McDaniel & Einstein, 2020) • In practice (i.e. the classroom), initial studies have shown that learners remain unaware of the effect/value of these strategies even after having the opportunity to use and benefit from the technique/s • Successful students have agency or self-regulation over their own learning (Hacker et al., 2009; Pintrich, 2000)

  6. A Learner’s Toolkit Overview • Australian-first Preparatory Science of Learning program focused on equipping secondary schools with tools and strategies to become life-long learners • A timetabled subject that trains students in the use of high-utility strategies through the application to their immediate subject context (mapped to assessment and curriculum) • Year 7: Unit 1….Year 10: Unit 8

  7. A Learner’s Toolkit Overview The training is built on the premise that the self- regulated use of any strategy requires four components: 1. Acquiring knowledge about strategies 2. Belief that the strategy works 3. Commitment to using the strategy 4. Planning of strategy implementation

  8. Knowledge, Beliefs, Commitment and Planning McDaniel, M. A., Einstein, G. O., & Een, E. (2021). Training college students to use learning strategies: A framework and pilot course. Psychology Learning & Teaching, 20(3), 364-382.

  9. 6 Toolkit Strategies

  10. The Conceptual Framework Behaviours School (short-term) Affects Achievement Context Mediates University (long-term) Individual

  11. Unpacking the Toolkit

  12. Unpacking the Toolkit – Easy Wins

  13. How do we teach ALT? Example: Fighting Forgetting • The Theory and the ‘so what’ (for teachers…simplified for students) • How we deliver this in the classroom • What does an average ALT lesson look like?

  14. An introduction to cognitive science: Ebbinghaus Forgetting Curve

  15. What is Retrieve It? • Retrieve It (Retrieval Practice) is the purposeful action of bringing learned information to mind Applies a testing effect to: 1. Identify gaps in one’s understanding. 2. Strengthens the speed of future recall 3. Help you build connections between knowledge/concepts that deepen your understanding Is improved when you build pressure (i.e. decrease time, increase stakes, mirror exam conditions) • • Furst (2022)

  16. Why Students Prefer to Re-Study and Not Retrieve • Retrieval takes effort to get started, enacted and engage feedback Unfavorable reputation of tests Re-study (re-reading/re-writing notes) take no effort to start and feels like you are doing work, which students mistake a learning As a result, re-reading the book or the notes seems perfectly reasonable By re-exposing ourselves to previously learned material, we fall into the trap of rehearsing (i.e. like notes in a play whereby we focus on memorisation) • • • • Karpicke & Roediger (2008)

  17. An example lesson plan

  18. Quick Review Example - Mathematics

  19. Quick Review Student Example – Science

  20. Brain Dump Example - Languages

  21. Adding Spacing and Interleaving to Retrieval

  22. Jacaranda Plus – Spaced and Interleaving

  23. Jacaranda Plus – Spaced and Interleaving

  24. Want to learn more? Open-Access A Learner’s Toolkit Website

  25. Thank you. For further information For further information contact contact Alearnerstoolkit@outlook.co Alearnerstoolkit@outlook.co m m

More Related