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What does research tell us about making learning stick?
Learn more about the research evidence on how is processed by the brain into learning that sticks.
In this video, we hear from Paul Howard-Jones, Professor of Neuroscience and Education at the University of Bristol, about how information is processed by the brain into learning that sticks. His thoughts will add to your clarity ahead of taking a look at the school case studies to accompany this week’s learning.
Key takeaways:
- Pupils need to allocate mental resources to processing new information and we should take this into account when planning lessons
- Meaningful learning comes from making connections to prior knowledge
- New knowledge is vulnerable until rehearsal takes place, which can help to consolidate it; making the learning more permanent and accessible
When you’ve watched this video and made any notes to record key learning points, click the ‘Mark as complete’ button below and then select ‘Optimising learning using retrieval practice’ to continue your learning.
This article is from the online course:
Using Technology in Evidence-Based Teaching and Learning
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This article is from the free online
Using Technology in Evidence-Based Teaching and Learning
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