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Posts published in “Psychology”

So, what’s next for cognitive science in education?

Last week, the EEF released their review on Cognitive Science in Education, which covers areas such as retrieval practice, spacing, interleaving, dual coding and Cognitive Load Theory. They highlighted that knowing about these can be really valuable for teachers and that there are a general set of principles, if not specific strategies, that help.

However, they also highlighted that teaching and cognitive science are messy, complex and nuanced. Specifically, more research is needed from both a wider range of subjects and a wider range of students.

This got us at InnerDrive thinking: what are the broad principles of cognitive science that most would agree with? And crucially, what questions would we like to see research explore moving forward?


Three Keys to Sustaining Long-term Motivation

There are three main keys to sustaining motivation and having a long, successful athletic career. The first key is loving the process. Some people only…

How can you make your school more research-sensitive?

Earlier this year, we published a blog all about how the majority of teachers report struggling to use education research to inform their teaching, despite finding it interesting and believing it to be valuable.

However, a recent report by the Institute for Effective Education (IEE) has revealed an overarching framework for how schools can become more “research-sensitive”, which aims to make this process easier. Here’s what you need to know…


Cognitive Load Theory in practice: completion tasks

Cognitive Load Theory is fast becoming one of the most important theories in education. It explains how our working memory has limited capacity, which means that if students are if students are presented with too much information, the learning process will slow down, because students will experience what’s known as cognitive overload.

There are several really useful applications of Cognitive Load Theory in the classroom. For example, you may already have read our blogs on The Redundancy Effect and The Split Attention Effect.

We’ve also spoken about worked examples, which make use of Cognitive Load Theory and a strategy called scaffolding (gradually removing support as students learn to do a certain task independently) and involve teachers doing most of the work.

But how can you bridge the level of difficulty as students become more confident, but aren’t quite able enough to do the task independently? That’s where completion tasks come in…


How to Deal with Bad Coaches

As an athlete, you will have many coaches throughout your career. Some of them will be good, and some of them will be bad. You’ll…