Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-1-the-learning-scientists [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) › The Learning Scientists # The Learning Scientists CPD: Cognitive Science Level 1, topic 4.5.1 ## The Learning Scientists' Effective Strategies 1-3 The Learning Scientists are researchers in the US and the UK that conduct experiments and liaise with schools to help teachers and pupils use the 6 most effective teaching and learning strategies. ### 1. Spaced practice ![1. Spaced practice](https://image-v2.cdn.app.senecalearning.com/2018-08/9b4b0345-f42a-45c7-8f85-22e4d2aca14d/calendar-january.jpg) - To use spaced practice, help your students plan early for their exams and important tasks. - When reviewing content in class, make sure you review not only the previous lesson but older content as well. - Objectively, there isn’t an optimal spacing interval. However, researchers agree that the “sweet spot” is when remembering the content is doable, but effortful, so information can be reconsolidated and strengthened. ### 2. Retrieval practice ![2. Retrieval practice](https://cdn.pixabay.com/photo/2017/03/12/17/54/quiz-2137664__340.jpg) - To use retrieval practice, you can ask students to put away their books and write down all they can remember about a topic. Then, they should check and complement their answers. - It is important that accuracy is checked to avoid misconceptions. - Also provide them with as many practice tests as possible. Students can also create their own questions and exchange them with colleagues. - Frequent low-stake quizzes at the beginning of each lesson are highly recommended. ### 3. Elaboration ![3. Elaboration](https://cdn.pixabay.com/photo/2017/03/10/08/57/questions-2132217__340.jpg) - Ask students Why and How questions. This helps to create connections between multiple ideas. - You can also ask them to compare the similarities and differences between two concepts, or relate them to personal experiences. Once again, it is crucial that accuracy is checked for. ## The Learning Scientists' Effective Strategies 4-6 Here are the Learning Scientists' 4th to 6th top strategies. ### 4. Interleaving ![4. Interleaving](https://cdn.pixabay.com/photo/2018/01/03/06/19/sugar-3057660__340.jpg) - Switching between topics and ideas is a way to use interleaving. Mixing up problems and questions that demand different solving strategies is also interleaving. - Using interleaving when students are very new to a topic may not be effective as they may confuse the information. This strategy is best used when pupils are more advanced in their knowledge. ### 5. Concrete examples ![5. Concrete examples](https://cdn.pixabay.com/photo/2016/11/19/12/48/building-1839108__340.jpg) - When teaching, use as many examples as possible, linking the content to each example. - The connection between examples and concept should be made clear and detailed. ### 6. Dual coding ![6. Dual coding](https://cdn.pixabay.com/photo/2018/03/28/09/44/document-3268750__340.jpg) - Dual coding is the strategy of using different media to teach and learn. - For example, the use of diagrams, timelines, infographics, mindmaps, colours help students understand concepts and also remember them better. - However, be careful not to use too many sources at the same time, as this may considerably increase pupils’ working memory load. ## Test yourself on The Learning Scientists - Which are correct about spaced practice? - Interleaving is an effective learning strategy. Which of the following are true?Click on the correct boxes. [Practise this topic for free](https://app.senecalearning.com/classroom/course/9f6bf15c-23fe-401c-810a-3bc66d761885/section/42c20349-eb4e-4ab6-a5bc-1364b99d89e9/session) - Previous topic: [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) - Next topic: [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) ## 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)