Professional Development on the Science of Early Learning
How do children learn? What is the Simplest Model of the Mind? How do teachers draw attention to meaning? How do teachers ensure that all learners attend to the most meaningful content?
In 60-minute monthly modules delivered live during PLCs, we work with educators to learn about human cognitive architecture and the implications for early childhood instructional practices. Following each session, learner deliverables include look-fors that leaders observe for with SEN coach support over the month. See below for module content and agendas.
PROFESSIONAL DEVELOPMENT SESSIONS
PROFESSIONAL DEVELOPMENT SESSIONS
1.1. What is the Simplest Model of the Mind?
KNOW that understanding human cognitive structure means building long-term memory and managing working memory.
DO: EC Educators will explain why modeling helps manage limits on working memory and prepare to model more effectively in upcoming instruction.
1.2. How do we manage the Learning Load with Modeling and Guided Practice?
KNOW: that children learn best when we help them remember important things while not overwhelming them with too much at once
DO: identify and practice “I do” and “we do” techniques for explicit instruction: Modeling and Guided Practice using examples and non-examples
1.3. What features of the environment help manage the learning load?
KNOW: that how children learn means helping them remember important things while not overwhelming them with too much at once
DO: Audit your current classroom environment for reducing the learning load and Plan for upcoming centers to manage the learning load
“We know we can only commit to memory that which we think about deeply. Yet there appears to be a ‘cognition gap’ at play when it comes to teaching practice — a gap between the direction and depth of attention we as educators think is being experienced by our students and that which is actually being attended to and thought about during a given lesson.”
Jim Heal, Harvard GSE