Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-level-2-seneca-certified-educator/5-1-1-future-questions [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) › Future Questions # Future Questions CPD: Cognitive Science Level 2, topic 5.1.1 ## Future Questions Although cognitive sciences have shown the power of some learning strategies over others, not always these findings are easily translatable to the classroom. ### Phonics ![Phonics](https://image-v2.cdn.app.senecalearning.com/2018-07/cd7f57d3-e83e-40a3-b66c-a8d152b4d610/christian.boy.jpg) - The EEF mentions the use of phonics interventions. - There is ample support for the use of phonics when teaching children to read. - However, several interventions have simply failed to provide any improvement in children’s performance. - How and when does phonics actually work? ### Individual differences ![Individual differences](https://image-v2.cdn.app.senecalearning.com/2019-08/1dad3a16-db2c-4ec3-bef4-340765b18bcd/people-children-hold-hands-.jpg) - One difficulty in bringing lab findings to the classroom is that a classroom is composed of students from different backgrounds and with different levels of abilities and motivation. - For example, teaching an older child to read poses additional challenges than teaching a student at the right age. - SEND students also require specific strategies and techniques. ### Engaging material ![Engaging material](https://image-v2.cdn.app.senecalearning.com/2018-08/519f28eb-0bdc-4219-a0f7-505686d8ee8f/kid-child-naughty.jpg) - In 2014, the US Department of Education was funding research that would investigate the applicability of cognitive sciences to education. They concluded with the following questions: - How can teacher capture students’ attention to critical information? - How should new material be presented so that it gets connected to prior knowledge? - How should the curriculum be designed so that students can transfer skills to broader situations? ### Interleaving and spacing ![Interleaving and spacing](https://image-v2.cdn.app.senecalearning.com/2018-09/12ae049e-19eb-4afb-bfed-1e4adad3f336/time-clocks.jpg) - Interleaving is an extremely powerful learning strategy with immense support in the scientific literature. However, some practical questions remain unanswered? - What is the optimal spacing between study sessions? - How is the spacing interval influenced by the date of the exam? - Should the spacing intervals be consistent or gradually extended? ## Well done! Thank you for completing our CPD course. We hope you've enjoyed it and that it has given you some ideas for your own classroom. [GIF: ](https://i.giphy.com/media/v1.Y2lkPTc5MGI3NjExNzNjYmVuY29hdGwyMHNycGFheGI0a29mNjA4ZGVtanF2ZTh0NTZ3OSZlcD12MV9pbnRlcm5hbF9naWZfYnlfaWQmY3Q9Zw/l0MYCn3DDRBBqk6nS/giphy.mp4) ## Test yourself on Future Questions - Some unanswered questions about interleaving and spacing - US Department of Education main questions [Practise this topic for free](https://app.senecalearning.com/classroom/course/aebdbb79-c863-4eca-ab3f-31e5120f5fb0/section/abdb669e-6ff3-49eb-8d7d-fa7c5f9daf63/session) - Previous topic: [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) ## 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)