Category: Neuroscience
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Understanding forgetting
Students are returning to school after a long summer break. What will they remember from last year? What happens if they’ve forgotten a lot of it? In this blog, let’s focus on forgetting: what it is and what to do about it.* But first, we need to reset our understanding of forgetting. Forgetting is a […]
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Building on what they know
What are the best conditions for helping pupils build on what they know? In this blog we look at updating memory through a process of reconsolidation and what this might mean for teaching pupils. Updating memory If our memories are going to serve us well (i.e. make accurate predictions), they need stay relevant. This means […]
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Schemas determine what we learn
I’m teaching the class about a poem we’ve read. I tell them the poet is writing about love. But instead of writing ‘love’, the poet uses a different word… a euphemism for love. The poet has repeated the same line with the euphemism in it across every verse. “Why have they done this year 10? […]
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How retrieval practice works part 2
In part 1 we saw how retrieval improves both the storage and retrieval strength (Bjork & Bjork, 1992) of memories using two mechanisms: (1) Reactivation: retrieval reactivates memories speeding-up memory storage. (2) Coactivation: retrieval coactivates related memories, changing their connectivity and clearing a path to the target. Here’s two more potential mechanisms driving the benefit […]
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How retrieval practice works part 1
You’re right to be interested in retrieval practice. Retrieval practice is the use of low-stakes testing (written/verbal questions) to benefit pupils’ long-term memories (McDaniel at al., 2007). It’s more effective than non-testing methods like re-reading. Used in conjunction with other effective teaching methods, retrieval practice has the potential to be a powerful tool for teachers. […]
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Catalyse learning using schemas
Teachers are in the learning business. One way we learn is by storing knowledge for the long term through a process called ‘consolidation’. Consolidation has been dubbed the “core force of knowledge accumulation” (Shing & Brod, 2016, p.4). Consolidation = learning. Memory consolidates into networks called schemas. Schemas = our prior knowledge. In this blog […]
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How we learn
One of their biggest challenges is that teachers can’t see learning happening. However, we can understand what happens in the brain when pupils learn. In this blog we’ll find out how learning happens. This gives us insights we can use to make better decisions about pupil learning. Defining learning You might’ve heard learning defined as […]
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Creating ideal memories
What do you want your pupils’ memories to be like? Perhaps your wish list looks like mine: Contain important subject knowledge (not irrelevant contextual details, e.g., the bee that flew into the classroom!). Allow for flexible thinking. No misconceptions. Let’s find out how memories form in the brain and how teachers can help pupils create […]
Evidence for Educators 