Using Cognitive Science techniques in your classroom can be a great way to maximise student learning. It can help us to identify the most effective learning techniques, leading to amazing gains in academic achievement.
A recent study provided new insights into the practical aspects of these techniques and how they are best used in lessons. So, what have they found? And how does this impact your classroom?
Read on to find out:
- What Cognitive Science is
- What the latest cognitive research says
- 4 key implications for your classroom
What is Cognitive Science?
Cognitive Science is a branch of psychology that examines how our brains think and complete everyday tasks. It’s possible that many of the techniques you use in your classroom may already come from Cognitive Science. Retrieval Practice, Spacing, and Interleaving are popular methods supported by research and becoming more common in schools.
As the education sector has begun to dedicate more care to how we teach, research in cognitive psychology has become incredibly relevant. But what are the latest findings in Cognitive Science? And what implications do these findings have for your classroom?
What does the latest research say about Cognitive Science?
A unique study wanted to look at how certain study strategies affected secondary school achievement and student mindset. They gave 3414 students surveys to measure their attitudes towards learning and how often they used different techniques. They then compared this with their assessment grades.
Let’s look at some key findings from the paper and how they apply to your classroom.
4 key Cognitive Science implications for your classroom
1. Evidence-based techniques are best
Unsurprisingly, “study techniques supported by cognitive research showed a higher association with school achievement than other non-supported, frequently used study techniques”. Evidence-backed learning methods, such as Retrieval Practice, lead to the best gains in student achievement. On the other hand, unsupported techniques, such as highlighting and copying notes, did not affect achievement at all.
2. The right preparation may reduce exam anxiety
Many students often experience some anxiety before exams because they believe they aren’t adequately prepared to get the best grades. Results from the study supported this; students with high examination anxiety seemed to have low self-efficacy, which is the belief that you have the ability to achieve a goal.
However, “students with higher levels of anxiety are more likely to be using unsupported techniques”. It seems these ineffective study methods, such as highlighting, leave students feeling unready and stressed before tests. This suggests that encouraging students to use evidence-informed study techniques doesn’t only increase academic achievement, but may also go a long way in reducing stress before exams as students feel more prepared.
3. Mindset interventions are associated with increased achievement
A positive mindset can be a great asset for your students when they’re dealing with setbacks and academic struggles. This can include:
- Self-efficacy – Believing they have the ability to achieve a goal.
- Growth Mindset – Maintaining the idea that their attributes are malleable and that they can be improved through effort and learning.
- Control – Thinking that success is due to your own actions rather than external factors.
In this study, they found that “growth mindset and control beliefs yielded positive correlations with achievement”. Additionally, high levels of self-efficacy were also linked with high grades. This suggests that interventions that develop positive thought processes could potentially be a positive way to help your students keep going after setbacks and may help them to attain higher grades.
4. Simply educating students on deep learning is not enough
Previous research has highlighted the value of deep learning and how students should be educated on its importance; however, this may not be enough. Results showed students recognised the importance of understanding material, but Retrieval Practice and spaced practice were still some of the least used study techniques.
This may be because students “do not usually have the time and opportunity to understand what they learn”. Although they are aware of the benefits of deep learning, jam-packed curriculums may take up too much space in their revision schedule. To save time, students may choose to memorise content rather than use techniques for deeper learning. Where possible, teachers can try to reduce the amount of content students have to learn at a single time, to allow them to engage with it on a deeper level.
Final thoughts
Using Cognitive Science in the classroom can help improve student learning and achievement. The latest research not only shows the benefits of deep learning techniques, but also suggests they may have further benefits if used in the right way. By changing how we apply these methods to classrooms, we may be able to additionally improve student mindset and achievement.
