Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-4-1-daniel-willingham [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) › Daniel Willingham # Daniel Willingham CPD: Cognitive Science Level 1, topic 4.4.1 ## Cognitive Science Prof Daniel Willingham is one of the strongest advocates of using cognitive sciences and evidence to inform teaching. ### Like architecture ![Like architecture](https://image-v2.cdn.app.senecalearning.com/2018-08/c0873353-d897-4370-b3e9-d751f1517a22/doha-west-bay-area-in-qatar.jpg) - Cognitive sciences are boundary conditions for teaching. - Willingham compares it to architecture. - To build a skyscraper, you need to respect the laws of Physics and other scientific principles, or the building will fall. - However, you are still free to decide what the building will look like at the end. ### Improvisation ![Improvisation](https://cdn.pixabay.com/photo/2017/02/19/23/09/success-2081167__340.jpg) - Many situations in the classroom are unpredictable. - How teachers respond to that will depend on their beliefs and knowledge about how children learn. - To have accurate beliefs that will lead to effective responses, teachers should try to be aware of the evidence and research about students' cognition. ## The Myth of Learning Styles Research by prof Willingham and others has revealed no support for the idea that different learning styles affect students' learning. ### What are learning styles ![What are learning styles](https://cdn.pixabay.com/photo/2017/11/23/16/13/ear-2973126__340.png) - The idea is that each student has a preferable way to learn and that teaching accordingly would increase pupil's understanding of content. - It usually classifies students' styles as visual, auditory and kinesthetic. ### Little supporting evidence ![Little supporting evidence](https://image-v2.cdn.app.senecalearning.com/2018-07/6c05811f-40b1-4b00-b9a3-804ff2ba1f67/Wrong-Incorrect-Not-No.jpg) - Although different people may prefer different learning methods, adjusting instruction to fit this preference does not improve learning. - Research shows that pupils that study according to their styles do not perform better than their peers. - Experiments that support learning styles often do not follow a proper scientific method. - Well-designed experiments often contradict many of the claims around learning styles. ### Why is it so widely believed? ![Why is it so widely believed?](https://cdn.pixabay.com/photo/2014/06/01/19/25/gummibarchen-359950__340.jpg) - Partly because of the appeal in treating each student as an individual within the system. - Truly effective learning techniques usually require more planning and effort. - In fields like Medicine, there are practitioner-led organisations that are figures of authority in the field. - Willingham says no such thing exists for education, which is one of the reasons myths are not busted quickly enough. ## Test yourself on Daniel Willingham - What does Willingham think of cognitive sciences in teaching? - What does Willingham think of teachers improvising in class? - To what field does Willingham compare evidence-informed teaching to? - How strong is the evidence supporting the theory of learning styles? - What does Willingham think would help prevent education myths from spreading? [Practise this topic for free](https://app.senecalearning.com/classroom/course/9f6bf15c-23fe-401c-810a-3bc66d761885/section/ae27a4ca-8b46-4453-8e87-6f36d3fd6bc2/session) - Previous topic: [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) - Next topic: [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) ## 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)