Understanding how students learn is fundamental to effective teaching. This session is built around the work of Professor Daniel Willingham, exploring how cognitive science explains the learning process and why understanding working memory and cognitive load should influence every teaching decision.
Participants examine the limitations of working memory, how knowledge is stored in long-term memory and why reducing unnecessary cognitive load improves learning. Practical strategies such as scaffolding, sequencing learning, activating prior knowledge and retrieval practice are explored throughout.
By the end of the session, teachers will understand how cognitive science can be applied to design lessons that improve understanding, retention and long-term learning.