Cognitive science- the research

‘Knowledge is sticky’

Extensive research over the past few decades has increased understanding of how knowledge is stored. Our brain is capable of holding vast amounts of knowledge, and this knowledge is ‘stuck’ together by forming schema. Schema are interconnected pieces of information, and if well connected allow quick access to a lot of knowledge. We aim to develop these schema in students as they progress at PHGS, by sequencing our lessons in a logical order, and making links across subjects.

Here is a simplified example based on the Shakespeare play, Macbeth. When students are asked to recall the play, a number of links may be made as shown in the diagram below.

Long term and working memory

This knowledge, however, must be stored within the long term memory if it is to be remembered. For this to happen, it must first transfer from the working memory.

In an assembly last year, I showed students the limitations of working memory, by first giving them 30 seconds to look at this sequence of twelve numbers:

218376657921

Of the 250 in assembly, only three or four claimed that they could remember the sequence. I then showed them this twelve number sequence:

106620241984

When asked after 30 seconds, over three quarters of the students could recall the sequence without looking, because they saw this sequence as three pieces of information:

• 1066 (Battle of Hastings)
• 2024 (Current year)
• 1984 (Book by George Orwell)

The working memory, it is believed, can hold between 3 and 9 pieces of information. So the students who recognised these years as something memorable effectively were holding only three pieces of information, and therefore found this sequence much easier to remember.

Retaining and retrieving information

Once information is gathered in the working memory, it is then transferred to long term memory. It is here that, if connected to other relevant knowledge, schema begin to develop.

Knowledge is proven to ‘stick’ more effectively if:

• It is regularly retrieved from the long term memory
• It is carefully considered (ie you think deeply and carefully about the subject)

Ebbinghaus tested the effects of retrieving the same thing from long term memory multiple times, and found that this greatly improved knowledge retention. After four regular reviews, typically around 90% of the information was retained (see below).

 

All of this research into cognitive science has shaped teaching practice in recent years. 

Teaching and learning at Prince Henry's

Sequence of learning

All of our subjects have carefully sequenced their curriculum, ensuring that they are taught in a logical order so that knowledge can ‘stick’. You can find an overview of each subject here, using the menu on the right hand side of the page. For some subjects, you can click on links within the page for more detailed information by year group.

Retrieval through low stakes quizzing

If you speak to your child, they will hopefully tell you that many of their lessons involve what we call a ‘low stakes quiz’. This is a deliberate common language, and we use this to ensure that knowledge is regularly retrieved, and therefore securely stored within the long term memory.

Practice through home learning

We primarily use home learning to further promote retrieval of key knowledge and skills. As you will be aware, all students now have home learning set via Arbor.

Feedback

The Education Endowment Foundation (EEF) have researched assessment and feedback extensively. We have adopted these evidence based principles, acknowledging that useful feedback will look slightly different across different subject areas. The EEF summarised their findings into six key areas, which we have based our feedback policy on at Prince Henry's:

 

 

As a minimum, all students should receive some feedback on their work in each subject at least once per half term.

Assessment

Our assessment is split broadly into three areas:

• Regular, live feedback within lessons (Assessment for learning).
• Opportunities for students to mark their own work and each other’s, and critically examine mark schemes and assessment criteria (Assessment as learning)
• Larger assessments (such as topic tests or end of year exams), which summarise the progress that a student has made with their learning (Assessment of learning)

Summary

We are always proud of the achievements of our students, both in the classroom and beyond. Hopefully, this short blog has given you an idea of how and why we design our curriculum and teaching as we do. We continue to monitor the latest developments in teaching and learning, and will always strive to deliver the best and most effective classroom experience for all of our students.