Strategies for Integrating Education Science: 7 Key Points for Classrooms and Schools
The science of learning, an approach that applies lessons from cognitive science, educational psychology, and neuroscience to the classroom, is gaining traction in Frederick County Public Schools (FCPS) in Maryland. Meg Lee, the Director of Organizational Development for FCPS, has been at the helm of this transformation for over a decade.
Lee's efforts have resulted in a significant shift in the district, which boasts a student population of 48,000. Since adopting the science of learning approach, FCPS has witnessed rising test scores and a narrowing achievement gap.
Many teachers in the district have already incorporated strategies from the science of learning into their teaching methods. Educational leaders recognise the importance of honouring this preexisting knowledge to garner buy-in. Approaching teachers with respect for their work and knowledge can help foster a more positive attitude towards the science of learning, improving work-life balance.
While specific strategies recommended by Meg Lee are not publicly available, common principles include spaced practice, retrieval practice (testing effect), interleaving different topics, elaboration (explaining and connecting ideas), dual coding (combining words and visuals), feedback-driven learning, and metacognitive strategies (self-monitoring understanding and learning).
Teachers are encouraged to avoid time-consuming tasks that do not aid student learning, such as elaborate slideshows that may cause cognitive overload. Instead, they are advised to use tools like mini whiteboards and spot quizzes for formative assessments to identify students who need more help.
The science of learning approach also emphasises the importance of formative assessments. These real-time assessments are crucial for correcting mistakes in the moment and ensuring students leave each lesson with a correct understanding. Forgetting and remembering is a natural part of learning, and students should have time to recall information and actively recall it.
Moreover, the science of learning approach recognises the impact of emotions on cognition in students. An unsettled or unsafe environment can reduce learning effectiveness. Therefore, creating a positive and supportive learning environment is essential.
By focusing on the effectiveness of teachers' existing strategies and emphasising the potential for making teaching more effective for students and teachers, adherence to the science of learning can be encouraged. The idea of learning styles has been debunked, and creating lessons to cater to different learning styles is a waste of time. Instead, having students engage with learning in different ways is part of retrieval practice, a research-backed way to move memories from working to long-term memory.
In conclusion, the science of learning is revolutionising the way education is approached in Frederick County Public Schools. By understanding how students obtain new knowledge, incorporating research-backed strategies, and creating a positive and supportive learning environment, FCPS is paving the way for a brighter future in education.
- Teachers in FCPS are encouraged to incorporate strategies from the science of learning, such as spaced practice, retrieval practice, interleaving different topics, elaboration, dual coding, feedback-driven learning, and metacognitive strategies, into their teaching methods.
- The science of learning approach advocates for the use of formative assessments, like mini whiteboards and spot quizzes, to identify students who need additional help and to correct mistakes in real time.
- By focusing on the effectiveness of teachers' existing strategies and emphasizing the potential for making teaching more effective for both students and teachers, adherence to the science of learning can be encouraged in FCPS.
- The science of learning approach recognizes the importance of creating a positive and supportive learning environment, as an unsettled or unsafe environment can reduce learning effectiveness.
