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Avoid Hearing, “We didn’t learn that!” with Science of Learning Practices

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Colorado Convention Center, Bluebird Ballroom 2GH

Participate and share: Interactive session
Recorded Session
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Presenters

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Suzannah Evans
Instructional Coordinator
St. Vrain Valley Schools
@SuzannahEvans2
As an Instructional Coordinator with the St. Vrain Valley Schools, I work to build partnerships with administrators and teachers to increase the capacity to analyze data and increase performance at a district level. I have always been eager to innovate, create something new, and seek opportunities to grow. I believe we can react to change or be changemakers. As technology evolves, people and organizations that not only welcome and embrace change, but also seek to thoughtfully activate ideas, develop creative solutions, and curate out-of-the-box thinking become thought leaders.
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Shane Saeed
Instructional Coach
St Vrain Valley School District
@saeed_shane
@fantasticallyfourth

Session description

Attendees will understand the science of how we learn. They will engage in hands-on science of learning practices including EdTech tools that can be used for these practices. Finally, attendees will reflect on their learning and think about how they can use these practices in their instruction.

Purpose & objective

Purpose: Provide educators with research behind how we learn, model and provide evidence-based practices for instruction, and model and provide EdTech tools that can be used in the classroom for science of learning practices.

Objective: Educators will understand the research behind how our brains learn as well as engage and experience high yield science of learning practices to use in their classroom.

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Outline

Content:
-What is the science of learning
-Learning Model simplified
-Ebbinghaus' forgetting curve
-How memory is formed
-Productive struggle/desired difficulty
-Equitable practices
-Working memory
-Cognitive Load
-Science of learning vocabulary: retrieval, spacing, interleaving, feedback driven metacognition, and elaboration
-Planning intentionally

Possible Activities:
-Retrieval Guide/Retrieval note taking
-Brain dump
-Two Things
-Retrieval Grid
-Metacognition Line Up
-Four Steps to Metacognition
-Collaborate and Elaborate
-Short Answer, Discussion, Feedback protocol
-Power Tickets
-Brain, Book, Buddy

Time:
-Research content & processing time (retrieval practice strategies built in): 15-20 min
-Engaging in Practices: 40-45 min

Process:
Research content is chunked into sections with time to process the information independently and collaboratively. Participants will be encouraged to engaged in desirable difficulty while using retrieval strategies with the new content. Additionally, they will process collaboratively and asked to make connections to the content from their own life . Activities such as cooperative structures and retrieval practice strategies will be used to process the information. Participants will also use different EdTech tools to learn how they can leverage the technology to implement these practices in their classroom.

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Supporting research

-Powerful Teaching: Unleash the Science of Learning by Pooja Agarwal and Patrice Bain
-Culturally Responsive Teaching and the Brain by Zaretta Hammond
-Uncommon Sense Teaching by Barbara Oakley, Beth Rogowsky, and Terrence J. Sejnowski
-Understanding How We Learn: A Visual Guide by Yana Weinstein, Megan Sumeracki, and Oliver Caviolioli
-Make it Stick by Peter Brown, Henry Roediger, and Mark McDaniel
-https://www.deansforimpact.org/tools-and-resources/the-science-of-learning
-retrievalpractice.org

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Session specifications

Topic:
Science of Learning
Grade level:
PK-12
Skill level:
Beginner
Audience:
Coaches, Curriculum/district specialists, Teachers
Attendee devices:
Devices required
Attendee device specification:
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Subject area:
Language arts, Math
ISTE Standards:
For Educators:
Learner
  • Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Facilitator
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

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