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As the Education Endowment Foundation say, there is huge value in teachers having working knowledge of these important ideas about  \nhow pupils learn .  \nBUT…  \n“Principles from cognitive science are neither myths to be discounted, nor silver bullets that directly translate into accelerated progress .”  \n2021  \nEducation Endowment Foundation  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nKey terms  \n• Working memory  \n• Long-term memory  \n• Cognitive load  \n• Dual coding  \n• Retrieval practice  \n• Interleaving  \n• Spaced practice (also known as distributed practice)  \n• Knowledge mapping  \nWhat are they?  \nChoose one or two key terms Write out a definition for the key term(s)  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nWhich do you think are the most effective?  \nWhich do you think are the least effective?  \nWhy do you think this is?  \n• Retrieval practice  \n• Highlighting  \n• Tailoring teaching to pupils’learning styles  \n• Spaced practice (also known as ‘distributed practice’)  \n• Re-reading notes or texts  \n• Dual coding  \n• Knowledge mapping  \n• Interleaving  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nDoes it work? What does the research say?  \nMost effective  \n􀀹 Retrieval practice  \n􀀹 Spaced practice  \nShows some promise  \n⁻ Interleaving ⁻ Dual coding ⁻ Knowledge mapping  \nIneffective  \n× Highlighting × Re-reading × Learning styles  \nDunlosky et al (2013), EEF (2021), Willingham (2010)  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nMemory Model  \nKey Principles to remember:  \n1. Learning requires information to be committed to long-term memory.  \n2. Information is processed through the working memory.  \n3. The working memory has limited capacity and can be overloaded.  \nImage from the EEF report: Cognitive science approaches in the classroom: a review of the evidence  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nDual coding  \nDefinition:  \nUsing both verbal and non-verbal information (such as words and pictures) to teach concepts.  \nCaution:  \nIf you add irrelevant illustrations to presentations, they can be a distraction rather than a way of optimising cognitive load.  \nEarly years example: [https://www.youtube.com/watch?v=RiaMqgvJuCY](https://www.youtube.com/watch?v=RiaMqgvJuCY)  \nSenior example: [https://www.youtube.com/watch?v=iEG82OMp9Nc](https://www.youtube.com/watch?v=iEG82OMp9Nc)  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nCognitive Load: what are you thinking about?  \n• Willingham (2009, p.51) highlights that memory is not a product of what you want to remember or what you try to remember; it’s a product of what you think about.  \n• Time to think: [https://www.youtube.com/watch?v=-dtmRmOHK78](https://www.youtube.com/watch?v=-dtmRmOHK78)  \n• While the pupils are sitting on the carpet listening to their teacher, what do you think they’re thinking about?  \nWhat does this mean for teaching?  \nIt means we need to focus our teaching on what we want pupils think about.  \nWhen planning a lesson, the question we should ask is “What do I want my pupils to think about during this les","cbCaicvY4YcC3qp6","https://ap.wps.com/l/cbCaicvY4YcC3qp6","pdf",3205685,33,"English","# Aims\n# Key terms\n# Which strategies are most effective?\n# Does it work? What does the research say?\n# Memory model\n# Dual coding\n# Cognitive load: what are you thinking about?\n# What does this mean for teaching?\n# Reflection","[{\"question\":\"What are the main aims of this cognitive science session?\",\"answer\":\"The session aims to explain how children process, retain, and recall information; teach strategies to maximize learning and memory; discuss implications for teaching practice; and explore practical classroom applications.\"},{\"question\":\"Which cognitive science strategies does the research describe as most effective or promising?\",\"answer\":\"Retrieval practice and spaced practice are shown as most effective, while interleaving, dual coding, and knowledge mapping show some promise.\"},{\"question\":\"How should teachers use the ideas of working memory and cognitive load when planning lessons?\",\"answer\":\"Teachers should focus instruction on what pupils need to think about during the lesson, because working memory is limited and can be overloaded. Planning should explicitly consider what cognitive focus pupils will have.\"}]","Cognitive Science - Using research to support teaching and learning | PDF",83]