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