The Research
The Tutable approach is rooted in the latest cognitive science research.
We combine insights from memory experts like Willingham and Sweller with effective teaching practices like Rosenshine's principles.
By understanding how students learn and process information, we create tailored lessons that maximise understanding and retention.
Please expand below for a summary of the research that informed the Tutable approach.
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Here are the key points of Willingham's Simple Model:
Two Memory Systems: It proposes two main memory systems:
Working Memory (Short-term): This acts like a mental notepad, holding a limited amount of information for a brief period (seconds to minutes). It's crucial for processing current thoughts and tasks.
Long-term Memory: This vast storehouse holds information for extended periods, even a lifetime.
Schema (Background Knowledge): Information in long-term memory is organized into schemas, which are mental frameworks for understanding the world. New information is connected to existing schemas for better retention.
Encoding and Retrieval: Transferring information from working memory to long-term memory requires encoding, which involves actively processing and connecting it to existing knowledge. Retrieval is the process of getting information back out of long-term memory.
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Description text goes hereCLT has several key findings that impact education. Here are some of the most important:
Limited Working Memory Capacity: CLT emphasises that our working memory, the part of the mind that processes information we're actively using, has a limited capacity. This means learners can only handle a small amount of new information at a time.
Three Types of Cognitive Load: The theory proposes three types of cognitive load that can impact learning:
Intrinsic Load: This is the inherent difficulty of the learning material itself. It's unavoidable and can't be reduced.
Extraneous Load: This is the cognitive load caused by factors unrelated to the essential learning objectives. It can be minimized by instructional design to optimize learning. Examples include unclear instructions, poorly designed materials, or irrelevant information.
Germane Load: This is the cognitive load directly involved in building schemas (mental frameworks) for understanding new information. It's desirable because it signifies active learning and knowledge building.
Minimise Extraneous Load: Since extraneous load hinders learning, CLT focuses on ways to minimize it. This can involve:
Instructional Scaffolding: Providing clear, step-by-step guidance initially, then gradually reducing support as learners gain proficiency.
Segmenting Information: Breaking down complex concepts into smaller, manageable chunks.
Using Multimedia Strategically: Using visuals, diagrams, or animations can support understanding but should be carefully chosen to avoid overloading working memory.
Promoting Germane Load: CLT highlights the importance of activities that encourage active processing and building connections between new and existing knowledge. This can involve:
Practice and Feedback: Providing opportunities for deliberate practice with clear feedback to solidify understanding.
Interleaving: Mixing up the practice of different concepts to promote deeper understanding of each.
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Review and Preview:
Briefly review what students learned previously to connect new information to existing knowledge.
Weekly and Monthly Review: Regularly revisit key concepts to solidify understanding and move information into long-term memory.
Presenting New Material:
Small Steps: Break down complex information into manageable chunks and teach them one step at a time.
Clear Instructions: Provide students with clear and detailed explanations of what they need to learn and how to do it.
Checking for Understanding:
Frequent Questions: Ask a variety of questions throughout the lesson to gauge student comprehension and identify areas that need clarification.
High Success Rate: Aim for an 80% success rate in student responses and practice activities. This ensures students are challenged but not overwhelmed.
Guiding Practice:
Active Practice: Provide opportunities for all students to actively practice what they are learning.
Models: Show students worked-out examples or demonstrations to make tasks clearer.
Guided Practice: Offer support and scaffolding as students begin practicing independently.
Independent Practice and Assessment:
Independent Practice: Allow students to practice learned skills and knowledge independently to solidify their understanding.
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Item descriptionOliver Caviglioli has been instrumental in bringing dual coding to the forefront in education.
Dual coding is a powerful learning strategy that involves presenting information in both visual and verbal formats. By combining images, diagrams, and graphs with spoken or written words, educators can significantly enhance students' understanding and retention.
The theory behind dual coding suggests that our brains process visual and verbal information separately. When these two channels work together, it creates multiple pathways for information to be stored and retrieved, strengthening memory and the transfer of information from the working to the long-term memory.
Benefits of Dual Coding for Students
Enhanced comprehension: Visuals can clarify complex ideas, making them easier to understand.
Improved memory: By engaging both visual and verbal processing, information is more likely to be retained.
Increased motivation: Visuals can make learning more engaging and enjoyable.
Scaffolding: Dual coding can cater to different learning styles, ensuring all students have access to information.
Practical Examples of Dual Coding
Using diagrams and illustrations to explain scientific concepts.
Creating mind maps to organize information and show relationships.
Employing infographics to present data in a visually appealing way.
Incorporating videos and animations to demonstrate processes or events.
Encouraging students to create their own visuals to deepen understanding.