LEARN THE SKILL OF RESEARCH-BASED TEACHING.
Over the past thirty to forty years though, researchers have discovered a lot more about how people learn. Sometimes even good teachers are unaware of the science that could help their students learn effectively.
Plans can go awry in a classroom. When things go wrong, it does not mean we should just scrap an idea entirely. Rather, we can use learning science to understand what likely went wrong, why it went wrong, and how to improve it next time.
Understanding how learning works, at a cognitive level, is crucial for teachers to achieve real results.
Ulrich Boser is the founder and CEO of The Learning Agency and a senior fellow at the Center for American Progress. He also leads the Learning Agency Lab, a nonprofit devoted to scaling the science of learning. In 2017, Boser wrote a book on the science of learning titled Learn Better. Amazon named it “the best science book of the year.” Sen. Mark Warner (D-VA) drafted a change to federal education law based on Boser’s work.
Exclusive interviews with experts. The point of this course is to learn what the research says about learning so that you can integrate and apply these principles to work for you. It includes interviews with leading experts.
Kenneth Koedinger is a professor of Human Computer Interaction and Psychology at Carnegie Mellon. Dr. Koedinger has a Ph.D. in Cognitive Psychology, and experience teaching in an urban high school. His research is on understanding human learning and creating educational technologies to increase student achievement.
Pooja Agarwal, Ph.D. is an Assistant Professor & Cognitive Scientist at Berklee College of Music, as well as a former K
Paul Rivas is author of This Book Will Not Be on the Test, and the creator of “Better Grades in Less Time” study skills course. He is also founder of a study skills and coaching company, which researches about how people learn, and translates it into practical study skills that students can use to succeed in school, work, and life.
Winsome Waite, Ph.D., is a senior education fellow at the Forum for Youth Investment focused on K-12 education and in the science of adolescent learning and development. She is a former teacher, school district, and nonprofit program leader with more than 30 years of progressive experience.
FIND OUT HOW TO INSPIRE MOTIVATION. Meaning and value drive the social and emotional aspects of learning: how students think about themselves as learners, whether they perceive value in the material, and how moods and emotions can affect learning. Without a drive to learn, little learning will take place.
HELP ALL STUDENTS LEARN SOMETHING NEW. This skill deals with how students grasp new ideas. A lot of what we do as teachers involves introducing new material. Research-backed techniques such as dual coding and elaboration can help us structure new material to the knowledge level of our students.
Learning is an immensely complex topic. We learn so many different kinds of things: the national capitals, how to cook, how to read, how to play basketball, how to perform chemistry experiments.
We can learn them in many different kinds of ways: through reading, conversations with others, watching videos, solving worksheet problems, writing research papers, performing tasks.
Many, many factors affect learning outcomes: our prior knowledge, our study strategies, our classmates, our moods, how the material is presented, the kind of practice we do, stressors in our lives, etc.
So, like all of you do in your own courses, we’ve done our best to organize a deeply complex topic. Although we have broken the course down into these parts, we’ll periodically look underneath this surface to find connections between seemingly different ideas.
StartLecture: Build Knowledge (2:54)
StartReading: Prior Knowledge
StartExpert Interview: Paul Rivas (3:03)
StartLecture: Cognitive Load (2:57)
StartLecture: Time for Reflection/Digestion (3:14)
StartReading: Cognitive Load
StartReading: Dual Coding
StartDual Coding in the Classroom
StartLecture: Elaboration I (1:53)
StartLecture: Elaboration II (1:20)
StartElaboration in the Classroom
StartExpert Interview: Pooja Agarwal (1:13)
StartApply Your Knowledge: Essay Question 1
At the end of the course, we expect you will be able to apply this knowledge to the classroom to improve learning outcomes for your students. Specifically, that you’ll be able to use these learning principles to diagnose student challenges, develop more effective learning activities, and improve and iterate on existing learning activities.
What the Course Consists of: Within each section, there’s five kinds of learning resources.
- Intro videos, which introduce key concepts;
- Expert interviews, which illustrate learning principles in more depth;
- Readings, which give a fuller picture of each concept;
- Teacher videos, which discuss how teachers are implementing science-of-learning principles in their classroom; and
- Diagnostic questions, which deepen your understanding of these principles.
We’re also available to respond to your comments, ideas, and suggestions.