The Australian Council for Educational Leaders’ (ACELQ) partnership with the Science of Learning Research Centre (SLRC) at the University of Queensland brings together educators and researchers. Our common aim is to explore research and evidence and the implications of these for teaching, leading and learning. To commence our seminar series for 2020, we are pleased to announce the first in a series of ‘In dialogue’ sessions.

SEMINAR TITLE: Principles and phenomena underlying retention and its role in effective learning

SEMINAR ABSTRACT:

Being able to recall or retrieve needed concepts or content is an important strategy to support understanding, skill and confidence. This has become particularly important with the changes in the Queensland senior curriculum in recent years, but is relevant to learners across the lifespan. Not being able to recall the required content, concepts or skills when needed can increase anxiety for students. In this seminar, we will discuss ideas and findings from cognitive psychology that hold promise for supporting students to develop effective learning strategies to address this concern. Developing student awareness of how to learn effectively is fundamental to helping all young people to learn and succeed. Topics will include some general properties of human memory, retrieval practice, spacing, and interleaving. A panel of educational leaders will lead a discussion on ways in which they have embedded relevant effective learning strategies into their teaching and learning programs. This discussion will provide an opportunity for participants to learn with and from one another, and to build a dialogue around effective practice.

PRESENTERS:
Dr Jack Leggett

Jack Leggett graduated with a PhD in cognitive psychology. His PhD research involved experiments testing the cognitive mechanisms and educational value of retrieval practice and corrective feedback, and he has also worked on studies of concept learning and insight. Jack is an integral member of the SLRC Partner School’s Program, working with Dr Stephanie MacMahon to support schools to engage in systematic processes on inquiry on school-identified phenomena.