“…most students have never been taught how to study and the strategies they devise on their own don’t work.”
– Daniel Willingham
What is Evidence-based Learning?
As the name suggests, Evidence-based learning has its foundations on neuroscience (the science of learning). In the quote above University of Virginia, Professor of Cognitive Science Daniel Willingham sums up the idea that most students need to be taught how to study effectively.
Three important features of Future Self
Clients have access to a range of evidence based learning strategies.
Student needs will dictate which strategies are introduced first.
We only provide strategies which are proven to be effective.
The Importance of Research
Research is ongoing and there are many areas of learning that are still being studied. Cognitive (Brain) scientists are still researching and testing using a variety of conditions, both in the classroom and in the laboratory.
The Learning Scientists (Yana Weinstein and Megan Sumeracki) highlight both what evidence supports and the need for more research. ‘Interleaving might work because it helps students learn to distinguish between concepts and learn when to apply which strategy1. Machine learning studies have also attempted to simulate the processes involved in interleaving2. However, there is still much we do not know about interleaving! For example, while we know that it’s not worth interleaving completely unrelated material from different subjects3, we don’t yet know exactly how related the interleaved material should be, or what effect interleaving has on attention. Yana recently submitted a grant proposal with Dr. Sophie Forster at Sussex University to explore these unanswered questions. More on their work here.
(1) Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367.
(2) Li, N., Cohen, W. W., & Koedinger, K. R. (2012, June). Problem Order Implications for Learning Transfer. In ITS (pp. 185-194).
(3) Hausman, H., & Kornell, N. (2014). Mixing topics while studying does not enhance learning. Journal of Applied Research in Memory and Cognition, 3, 153-160.