Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/2-1-1-6-steps-by-the-evidence-based-teachers-network [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Cognitive Science for Teachers Level 2 - Seneca Certified Educator](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator.md) › 6 Steps by the Evidence Based Teachers Network # 6 Steps by the Evidence Based Teachers Network CPD: Cognitive Science Level 2, topic 2.1.1 ## Evidence Based Teachers Network (0-2) The Evidence Based Teachers Network recommends a 6-step plan for effective teaching and learning in the classroom. ### Step 0: Orientation ![Step 0: Orientation](https://image-v2.cdn.app.senecalearning.com/2018-08/51ed66ad-a8a5-462a-b260-dab8b13b3764/options-or-sign-.jpg) - The first step, which they call 0, is **orientation**. - What is the context of a particular teaching? - Not all techniques will work in all contexts and it is important to have clear aims and outcome measurements in place before starting the interventions. ### Step 1: Prior Knowledge ![Step 1: Prior Knowledge](https://image-v2.cdn.app.senecalearning.com/2019-06/b929505c-f632-4572-9861-8de500732028/artificial-intelligence-3382507_1920-min.jpg) - Teachers need to revisit prior lessons and content to help students create connections between prior knowledge and new knowledge. - It is important that students have mastered one piece of knowledge before they can move on to the next. - In our Level 1 course, we cover Dr Efrat’s neural model of learning, which explains the importance of connections and prior knowledge. ### Step 2: Presentation ![Step 2: Presentation](https://image-v2.cdn.app.senecalearning.com/2018-09/6730c1a3-852b-4f34-8444-feab8509ca24/school-1589323_1920.jpg) - Explicit teaching is a great tool, especially when is done in certain ways. - For example, dual coding tells us that it is easier for the brain to process and remember information when we combine words and visual models. - Chunking information is also interesting since our working memory is limited and can only juggle so many pieces of information at a time. ## Evidence Based Teachers Network (3-5) The Evidence Based Teachers Network recommends a 6-step plan for effective teaching and learning in the classroom. ### Step 3: Challenging Tasks ![Step 3: Challenging Tasks](https://image-v2.cdn.app.senecalearning.com/2018-08/95aa3ef3-6ce9-485b-982a-8327ef4d4fe3/group-thinking-thought.jpg) - As we know from Robert Bjork, desirable difficulties increase learning (This was covered in details in the 1st level of this course). - When students struggle to overcome a problem, their learning and retention are improved. - The tricky thing is to find the right balance. If the difficulty is so extreme that students keep failing, learning is harmed. - We can help students by using scaffolding and worked examples until they become more proficient in that task and can be more independent. ### Step 4: Feedback ![Step 4: Feedback](https://image-v2.cdn.app.senecalearning.com/2019-04/076dd93c-38c1-4784-899c-c6bad1adfb52/talking-.png) - With good feedback, teachers can check students’ learning and progress as they go - and not only afterwards. - Good feedback should mention what parts of the student’s answer is correct and which part should be improved or modified - and why. ### Step 5: Acting on feedback ![Step 5: Acting on feedback](https://image-v2.cdn.app.senecalearning.com/2019-04/076dd93c-38c1-4784-899c-c6bad1adfb52/talking-.png) - After feedback is given, students need to have the opportunity to act on it. They need to understand the feedback and how to make changes. - More than that, the use of retrieval and spaced practice will help students to secure the correct information in their brains. ## Test yourself on 6 Steps by the Evidence Based Teachers Network - What are the steps for effective teaching according to the Evidence Based Teachers Network? [Practise this topic for free](https://app.senecalearning.com/classroom/course/aebdbb79-c863-4eca-ab3f-31e5120f5fb0/section/b8ab5bd4-ee03-4065-b6cd-4b1a370dbdd6/session) - Previous topic: [1.1.4 David Didau](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/1-1-4-david-didau.md) - Next topic: [2.1.2 3 Steps by the George W. Bush’s Institute](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/2-1-2-3-steps-by-the-george-w-bushs-institute.md) ## CPD: Cognitive Science Level 2 contents ### 1 Important Educational Researchers Currently - 1.1 Interesting Current Educational Researchers - [1.1.1 Mary Myatt](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/1-1-1-mary-myatt.md) - [1.1.2 Daisy Christodoulou](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/1-1-2-daisy-christodoulou.md) - [1.1.3 Alex Quigley](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/1-1-3-alex-quigley.md) - [1.1.4 David Didau](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/1-1-4-david-didau.md) ### 2 How to Have an Evidence-Informed Classroom - 2.1 How to Have an Evidence-Informed Classroom - [2.1.1 6 Steps by the Evidence Based Teachers Network](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/2-1-1-6-steps-by-the-evidence-based-teachers-network.md) - [2.1.2 3 Steps by the George W. Bush’s Institute](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/2-1-2-3-steps-by-the-george-w-bushs-institute.md) - [2.1.3 5 Steps by the University of Birmingham](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/2-1-3-5-steps-by-the-university-of-birmingham.md) ### 3 Interleaving - 3.1 Optimum Interleaving - [3.1.1 Optimum Interleaving](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/3-1-1-optimum-interleaving.md) ### 4 Curriculum - 4.1 Cognitive Sciences and SEND - [4.1.1 Cognitive Sciences and SEND](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/4-1-1-cognitive-sciences-and-send.md) - 4.2 Curriculum Design - [4.2.1 Curriculum Design](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/4-2-1-curriculum-design.md) - 4.3 Christine Counsell: Senior Curriculum Leadership - [4.3.1 What is Senior Curriculum Leadership](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/4-3-1-what-is-senior-curriculum-leadership.md) - [4.3.2 The Curriculum as a Narrative](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/4-3-2-the-curriculum-as-a-narrative.md) ### 5 Future Questions - 5.1 Future Questions - [5.1.1 Future Questions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/5-1-1-future-questions.md)