Learning Theory Pt 2: Why have a learning theory?

(This page is part of the EBTN 'Theory of Learning' project.  
Please help us develop it by commenting at the bottom of the page.)

The advantages of a shared 'theory of learning'

1  Disadvantages of having no shared theory

1.1  'Anything goes' in education

Teaching is complex.  In the absence of a theory which explains the majority of the observations, it is possible for different teachers to come to quite different conclusions because they are aware of only some parts of the evidence.  This wide range of views means that almost 'anything goes'.  If it sounds plausible, then teachers may try to use it.

This leaves teachers open to fads, whims and gurus all offering their take.

1.2  Giving government power

When government offers 'reform' (which are always intended to improve learning), teachers do not speak with one voice.  Most other professions, who have a shared theory, speak with one main voice and are able to confidently refuse to carry out ideas from politicians which they know to be unhelpful.  

2  Benefits of a shared theory

2.1  Having a 'textbook'

At present the evidence is offered to teachers by different authors in different ways (and mixed with the old myths etc).  Teachers deserve a shared textbook which compiles both the evidence and it's explanation (theory) in one place.
An effective, evidence-based theory of learning would need to be explicitly taught in professional teacher training programs to be spread across the profession. Having a theory will ensure that all teachers have the same quality of knowledge and understanding of how children learn best.

2.2  Respect for the profession

By politicians and wider society: A shared theory will form the basis of greater respect for teachers from wider society, less interference by government and faster progress towards better learning.
By students and parents:  When students find that the methods used in their lessons are also found in the textbook of teaching, they gain confidence that their teacher is the expert.

2.3  Saying "No!"

Most professions with a shared theory and evidence speak with one voice.  If parents or government proposed something to engineers which they knew to be wrong, they simply refuse to do it - and cite their theoretical knowledge.
At present, teachers do not speak with one voice.  Government simply 'picks its experts' and teachers speak with many voices.
With a shared, evidence-based theory, teachers could say "No" with a united voice.

2.4  Lower stress for teachers

A secondary effect could be that the shortage of teachers would be significantly reduced if the stress-level caused by government interference and time-consuming, but low-effect methods were removed and teachers could produce the better results without overworking.

2.5  Underpinning 'what works'

We already have lists of effective methods compiled from the evidence.  We can be confident in using them in our classrooms.  However, if it is just a list, we do not know why they work.  Theory will provide an explanation.

2.6 Dispelling the myths

At present, myths such as 'learning styles' can linger in the profession long after the evidence shows them to be ineffective.  A shared theory would explain why these myths are unfounded.

2.7  Identifying areas of research

As well as randomly trying out ideas to see if they work, research could also focus on refining the model/theory and testing hopeful ideas based on the theory.

2.8  Improving Special Educational Needs learning

A theory of learning would help explain why some students are struggling (learning difficulties) and so direct support towards brain-friendly strategies which take account of the disability.

2.9 Replaces unconscious theories

Whenever anyone states an opinion about education, they are using a mental model to do so.  These mental models are, for the most part, unconscious and not-evidence-based.  (Sometimes the opinion is claimed to be 'obvious' or 'common sense'.)  By definition, an unconscious theory cannot be tested.
By writing down a theory of learning we make it conscious and testable.

3  Would a theory empower or disempower teachers?

Some teachers are concerned that a 'theory of learning' could become 'one more stick with which to beat teachers'. However, this is not the case in other professions.  The 'sticks to beat teachers' have mostly been about methods, not theory. Examples have been:

• Particular interpretation of the evidence on 'assessment for learning'
• Insistence that phonics is 'the answer' for all pupils

Most other professions are liberated by their shared theory.  Doctors or engineers do not feel oppressed by their anatomy or structures textbooks.  Theory gives the individual teacher autonomy and the opportunity to say 'No' when asked to carry out a counter-evidence task.

3.1  Empowering the teacher

At present the huge quantity of written material on learning and teaching gives the impression that learning is a very difficult thing to understand.  This empowers the 'expert' who can easily convince us that their opinion is fact that we should follow.
A 'theory of learning' is, by definition, fairly short.  When teachers are familiar with the theory, they are much less likely to be controlled as we will be the experts too.


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Feedback from teachers

These are the responses from teachers to the question:
"In what other ways do you think that a 'theory of learning' will be helpful?"
The text above is compiled using these contributions.

• Blow some of the assumptions about education out of the water. Expand access to include more valuable participants within academia and economic traffic.
• A theory of learning will also drive teacher education, making sure that most first year teachers come into the classroom with a common baseline approach to teaching.
• Useful to share with students and parents - the key for me is that it will help students to learn better. 
• It will provide a great structure and a way to validate what we do
• It might form a base pedagogy that could be used to branch out from. My 'go to' with students is that in order to internalise something you need to encounter it 3-4 times and in 3-4 different ways. 
• If shared with students it could increase their buy-in. 
• I am wary - I suspect it could become one more stick with which to beat teachers. 
• To understand the teaching role; empowering teachers but other stakeholders too
• Working out effective general and subject specific methods of teaching
• Having a theory will ensure that all teachers have the same quality of knowledge and understanding of how children learn best. Too many teachers provide activities rather than learning opportunities. Too many teachers still talk to the children instead of providing investigative opportunities. Teachers should have a responsibility to keep up to date with the latest research therefore children learn effectively. Having a theory will help to develop the idea that all teachers are forward thinkers and are preparing children for their future, not the teacher's past. Having a theory will help teachers to be classed as experts in their field.
• Provide clear strategies for teachers 
• Give reasons for strategies 
• Provide a useful discussion forum 
• An effective, evidence-based theory of learning would need to be explicitly taught in professional teacher training programs to be spread across the profession; the language of the theory could also be incorporated into lesson plan templates and teacher evaluation rubrics.
• It helps to define what further research and observations should be undertaken in order to further our knowledge.
• Help teachers to plan better lessons
• The professional discussions that such a theory can facilitate will be powerful. It will also establish a common language which can work across all teachers and in all cultures.
• In helping to promote best practice in classrooms
• Allow teachers to argue for and against different classroom strategies from an evidence based stance. 
• A 'theory of learning' should allow teachers and educators to be able to explain what they are doing and why to parents, employers and other professionals.
• It will be an excellent resource for new teachers.
• I think it will give teachers and leaders much more clout and ensure that we are taken seriously. We always seem to come across as whingeing when we challenge the government.
• make teaching learning process more effective, students have better learning
• It will educate teachers & help them to gain an awareness that their profession has been hijacked by managers & bureaucrats, most of whom have no vision or understanding of, or interest in, pedagogy. And it will improve teaching & increase impact on children's learning.
• Helps to bring teachers together and equip us with the collective resources to fight off quackery - and to learn from each other.
• It will help to underpin planning, and also help those teaching SEN students to look at new ways of delivering lessons.
• In terms of teaching we must make provision to include the learner. This will also mean developing a suitable language with which to share the mental and emotional impact of learning.
• I think a theory of learning can serve as a lens through which teachers can make decision about what constitutes best practice. 
• Informing inspection and lesson observation processes. 
• Contributing to a shift on the educational landscape! 

Learning Theory Pt 1: What is a 'learning theory'?

(This page is part of the EBTN 'Theory of Learning' project. 
Please help us develop by commenting at the bottom of the page.)

What is a 'learning theory'?

1  What is a theory?

1.1 A theory is:

• a set of statements which helps explain a wide range of observations
• an observation of the patterns in the evidence
• a generalization of observations.
• a useful model of the reality

1.2 To be useful it must:

• be self-consistent
• explain most observations
• make predictions which can be tested 
• not be disproved by evidence

2 What is a 'learning theory'?

It is a theory which explains the learning process.  A model of the learning process.

To be useful it would need to:

• be self-consistent
• explain observations made by teachers, classroom and cognitive science experiments 
• make testable predictions about teaching methods which should improve learning 
• have little evidence which contradicts the theory

2.1 Theories develop over time

We can never say that a theory is certain - it is always just the best explanation we have at present. If experiments based on the predictions of the theory show that the prediction was wrong, the theory may need to be revised.

2.2  Can a learning theory make definite predictions?

Theories in physics and chemistry can make predictions which are always right or wrong.  Teaching is more a biological or social science.  Individual differences mean that predictions about individuals are not possible.  However, we can say that 'on average', such-and-such a method will be more effective.

Teachers will need to use their professional judgement to assess whether a method is working with them, their students, their subject.

2.3  Can learning theory tell us how to teach?

The learning theory is only part of the story.  We could say that the theory is the 'science of learning which supports the art of teaching'.

Next: Pt 2  Why have a learning theory?

The case for a 'theory of learning'.

Why we need a shared theory of learning.

“If we know how they learn,
we can see how to improve our teaching?”

Why Learning Theory?

 “A theory…is a model that accurately explains large groups of observations….and allow us to make definite predictions about future events”  Stephen Hawking

(We are using the term 'theory' in the scientific sense of something derived from the evidence, not in the everyday 'that's only a theory' sense.  Alternative words are:  Shared model, shared understanding, shared conceptual framework.)

Professionalising teaching

Teachers’ universal complaint is the endless flow of initiatives from government.  Within a few years, most of these either fade away, or are found to fail.   The level of “policy failure” is very high.

Why is it that, of all the professions, education is the one where government, journalists, parents and gurus all feel they are better-informed that teachers?  Why is it that engineers, midwives, archaeologists, meteorologists etc are all consulted for their expertise, while teachers are lectured?

What the other professions have, which teaching lacks, is that shared model which forms the foundation of their professional understanding.  Wherever in the world you study midwifery, using the evidence-based medical model, you will be taught roughly that same material.  

The precondition for a shared theory is wide agreement on the evidence.  In the past there has been little agreement, but more recently the level of agreement almost all those who look at the evidence about learning has increased dramatically.  All sorts of books, blogs and websites are offering very similar ideas.

What makes a good theory?  

Any theory is a simplification of reality.  Good theories:

• explain a high percentage of observations
• make predictions which can be tested
• are not easily falsified

The role of neuroscience

Most observers agree that we are very far from the point where we can ask neuroscientists for advice on how to teach.  However, neuroscience - the study of the brain - can be used as the basis for an explanation of the evidence.

The evidence-sources we can use are:

• classroom experiments
• cognitive sciences

 Let's 'give it a go'.  

Would you agree with the following draft statements?  They are brain-based explanations for the evidence we see in learning.  (This is not meant to be comprehensive, just for starters!)

Principles and Implications

Learning happens when new connections are made between neurons in the brain of the learner.  For the connections to be long-term memories, the same pathway needs to be activated several times.  Unless this happens, the synapses gradually reset to their original state and no memory exists (forgetting).
- Spaced repetition is vital for this process.

For the new learning to be understood, it must link to existing, prior knowledge.
- If the prior knowledge is missing, the new learning may only be retained by rote.

Sense data enters the student’s brain all the time from many sources.
- The student needs to maintain attention on the learning material.

The information which is attended to enters Working Memory.
- The student’s WM is easily overloaded.

Accessing secure long-term memories uses less WM space.
- Mastery of the basics is essential for higher learning.

Repeated pathways create long-term memories whether they are correct or incorrect.
 - Feedback is needed during the learning process to avoid misconceptions.

The brain has a huge capacity to process visual material with little effort.
- Teaching materials should combine visual/images and words.

If you would be interested to help develop this model/shared understanding/theory, please contact me at office@ebtn.org.uk

Other sources

The theory we build will not be our own invention!  The theory is simply the patterns we see in the evidence and several people have 'had a go'.  

• Daniel Willingham (a Professor of Psych at U of Virginia): Wikisummary of "Why Don't Students Like School?"
• Coalition for Psychology in Schools and Education: "Top 20 principles from psychology for teaching & learning" 
• Tom Sherringham: "Evidence-Informed Ideas Every Teacher Should Know About." 

FAQs

“I’ve found an exception:  this disproves your theory.”  If this theory can explain the majority of the evidence - then it is good/useful. Simply finding exceptions does not invalidate the theory.  If a competing theory can explain more observations and make better predictions, then we can say our theory is defunct.

“I don’t believe in theory – I’m only interested in getting the job done”. Many people are sceptical of the need for theory: However, whenever we apply any teaching method or policy, we are basing these decisions, consciously or not, on a set of values and assumptions.  If we do not examine these underlying elements we will not find out if we agree with them, or whether there is any evidence that they are valid.

“Don’t you mean “Teaching Theory?”  We share the view that “There is no such thing as teaching, only learning”.  “Teaching” is the word we give to a number of different activities which may end in learning.  It is Learning Theory which informs teaching practice, not the other way around.

Draft Mike Bell EBTN April 2018