Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-1-neural-model-of-learning [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 - Seneca Certified Educator](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator.md) › Neural Model of Learning # Neural Model of Learning CPD: Cognitive Science Level 1, topic 2.1.1 ## A Neural Model of Learning Researchers have come up with useful models to explain what we know about memory and learning. This four-stage model was created by Dr. Efrat Furst from Harvard University. ### 1. Knowing ![1. Knowing](https://image-v2.cdn.app.senecalearning.com/2018-09/1c79e9af-71c0-4058-9b1c-7f2a44b4806e/children-success-win-laptop-.jpg) - Knowing is the ability to recognise something we have encountered before (i.e. the ability to distinguish between new and old information). - Knowing does not mean that you understand the information at all, just that you remember seeing the information before. ### 2. Understanding ![2. Understanding](https://image-v2.cdn.app.senecalearning.com/2018-07/ca5908f2-af2e-42f0-810f-061e91849320/WAN-Wired-Area-Connection-City-Lights-Night-.jpg) - Understanding involves connecting the new piece of information to something else you already know. - Making these connections gives more meaning to the information. ### 3. Using ![3. Using](https://cdn.pixabay.com/photo/2017/03/10/08/57/questions-2132217__340.jpg) - Stage 3 involves using the knowledge that you understand. - The more you use knowledge in different contexts, the more connections are created. - More connections usually lead to stronger memory traces and a deeper understanding. - Using knowledge in different ways and contexts means more connections are created. ### 4. Mastering ![4. Mastering](https://image-v2.cdn.app.senecalearning.com/2018-08/efdc51d9-f712-4476-b400-7c2f0acfe754/graduation-college-university-education.jpg) - When enough connections are created, we finally master the knowledge. - We say that this knowledge has become part of our schemas. - Schemas are our prior knowledge and learning sets. These act as the platform for new learning to happen in the future. ## A Neural Model of Learning - Analogy Here is one analogy to help us understand the four stages of learning proposed by Dr Efrat Furst. ### Knowing ![Knowing](https://image-v2.cdn.app.senecalearning.com/2018-08/240a821b-a63d-4b61-aa71-62a6eeedb72b/latin-language-.jpg) - You probably don't know the word MARACUJA. But you are probably able to recognise it if shown amongst other unknown words. - That means you "know" the word. That is, you are able to tell you have seen it before. ### Understanding ![Understanding](https://cdn.pixabay.com/photo/2018/10/19/19/19/passion-fruit-3759351__340.jpg) - Identifying a word does not mean you understand it. - This will happen when you give meaning to the word. - Maracuja = passion fruit in Portuguese. ### Using ![Using](https://cdn.pixabay.com/photo/2013/03/10/17/49/cake-92259__340.jpg) - Only giving meaning to the word is not enough to securely store it in our long-term memory. - It is important to use this knowledge as much as possible and in as many ways as possible. - Such as using passion fruit to create delicious recipes! ### Mastering ![Mastering](https://cdn.pixabay.com/photo/2016/04/01/09/52/cartoon-1299636__340.png) - After using the knowledge many times and in multiple contexts, you will have created enough connections to say you have mastered that knowledge. - Now, you are ready to learn something new and return to the first stage. ## Test yourself on Neural Model of Learning - What are the four stages of learning in Dr Frust's model? - Is knowledge the same as understanding according to Dr Furst? - Which are true about the learning stage of using information, in Furst's model? - Dr Furst's Model of Learning - Imagine students answer a multiple choice question correctly simply because that was the only name they recognised. According to Dr Furst's model, can we say they understand the content? [Practise this topic for free](https://app.senecalearning.com/classroom/course/9f6bf15c-23fe-401c-810a-3bc66d761885/section/20ba2fb7-bedf-4072-87b9-eec83bb2402e/session) - Previous topic: [1.2.2 Working Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-2-working-memory.md) - Next topic: [2.1.2 Desirable Difficulties](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-2-desirable-difficulties.md) ## CPD: Cognitive Science Level 1 contents ### 1 Memory - 1.1 Memory Processing - [1.1.1 Overview of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-1-overview-of-memory.md) - [1.1.2 Memory Processing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-2-memory-processing.md) - 1.2 Types of Memory - [1.2.1 Types of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-1-types-of-memory.md) - [1.2.2 Working Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-2-working-memory.md) ### 2 How Do We Learn? - 2.1 Neural Model of Learning - [2.1.1 Neural Model of Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-1-neural-model-of-learning.md) - [2.1.2 Desirable Difficulties](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-2-desirable-difficulties.md) - [2.1.3 The Forgetting Curve](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-3-the-forgetting-curve.md) ### 3 Cognitive Load Theory - 3.1 CLT - [3.1.1 CLT](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-1-clt.md) - [3.1.2 Background Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-2-background-knowledge.md) ### 4 Effective Strategies - 4.1 Rosenshine's Principles - [4.1.1 Rosenshine's Top 1-5](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-1-rosenshines-top-1-5.md) - [4.1.2 Rosenshine's 6-10](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-2-rosenshines-6-10.md) - 4.2 Dunlosky's Strategies - [4.2.1 Dunlosky's Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-2-1-dunloskys-strategies.md) - 4.3 Dylan Wiliam - [4.3.1 Dylan Wiliam](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-3-1-dylan-wiliam.md) - 4.4 Daniel Willingham - [4.4.1 Daniel Willingham](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-4-1-daniel-willingham.md) - 4.5 The Learning Scientists - [4.5.1 The Learning Scientists](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-1-the-learning-scientists.md) - [4.5.2 Practical Ideas](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-2-practical-ideas.md)