Zach Groshell
Zach Groshell, PhD, is an experienced teacher, instructional coach, and education consultant based in Seattle, WA. He specializes in applying cognitive science to classroom instruction, hosts the podcast "Progressively Incorrect," and maintains an active professional presence on his blog, educationrickshaw.com.
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Optimizing Education with Cognitive Science and Instructional Design
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Cognitive Load Theory Should Dictate EdTech Integration
The integration of educational technology should be guided by cognitive load theory to prevent cognitive overload and ensure that tech tools enhance rather than hinder learning. This means prioritizing tools that simplify complex tasks and support working memory.
Randomized Controlled Trials Over Neuro Explanations
In education, randomized controlled trials (RCTs) often provide more actionable insights than neuro explanations. While understanding brain mechanisms is fascinating, RCTs offer concrete evidence on what works in the classroom, making them more practical for educators.
Cognitive Science Demands a Shift from Content Delivery to Skill Development
Traditional content-heavy curricula must evolve to prioritize the development of cognitive skills such as critical thinking, problem-solving, and metacognition. This shift is essential for preparing students for the complexities of the modern world.
Cognitive Science Validates the Need for Retrieval Practice
Instructional design should incorporate retrieval practice, a cognitive science-backed strategy that involves recalling information from memory. This technique has been shown to significantly improve long-term retention and understanding.
Instructional Design Must Address Executive Functioning
Instructional design should explicitly address students' executive functioning skills, such as self-control, flexible thinking, and working memory. This can be achieved through structured activities that build these skills progressively.
Professional Development on Cognitive Science is Essential
Without ongoing professional development on the application of cognitive science, teachers are unlikely to see significant improvements in student outcomes. Schools must invest in training that helps teachers apply cognitive principles effectively.
Instructional Design Must Integrate Spaced Repetition
To enhance retention and understanding, instructional design should integrate spaced repetition techniques. This approach leverages cognitive science principles to ensure that information is revisited at optimal intervals, reinforcing learning over time.
Gamification Should Be Grounded in Cognitive Science
The use of gamification in education should be informed by cognitive science to ensure it effectively enhances motivation and learning. This means designing game elements that align with cognitive principles such as immediate feedback, goal-setting, and incremental challenges.
Instructional Design Should Leverage Dual Coding Theory
Dual coding theory, which posits that combining verbal and visual information enhances learning, should be a cornerstone of instructional design. This approach helps students create richer mental models and improves comprehension and recall.
Cognitive Science Supports the Use of Worked Examples
Incorporating worked examples into instructional design is essential, as cognitive science research shows that they help reduce cognitive load and improve problem-solving skills. This approach is particularly effective in teaching complex concepts and procedures.