The process of teaching and learning is an intricate one. We sometimes notice a disconnect between what is taught and what the students grasp. With this in mind I thought I would look through my archived saved articles (thank you Mendeley and Zotero) and start sharing some of my favourites, more as a reminder to revisit and share some of the research and ideas that shape me as an educator. This article consolidates essential principles from three frameworks—generative learning theory, the Great Teaching Toolkit, and formative assessment—to provide actionable suggestions for enhancing teaching and learning in any educational setting.
Understanding the Mechanisms of Learning
The basics of teaching begin with the crucial understanding of how learning occurs. Extensive research in the cognitive science field has shown that learning is a generative process (Fiorella & Mayer, 2015; Wittrock, 1974). The idea that students passively absorb information, we know is simply not true. We know that students learn (actively) by selecting relevant information, organizing it into coherent structures and ultimately consolidating it with their existing knowledge.
This constructive perspective on learning has critical implications for teaching. Instead of merely focusing on clear information delivery, we need to stimulate and support the appropriate cognitive processes in learners’ minds. This encompasses motivating students, directing their focus to essential ideas, activating relevant prior knowledge, and guiding them to actively interpret the material.
The Eight Great Teaching Strategies
While there is no straightforward formula for excellent teaching, research has pinpointed clusters of practices that consistently foster learning in various contexts. The Great Teaching Toolkit (Coe et al., 2020) summarizes this evidence into four key priorities for educators:
- Grasp the content and how students learn it
- Foster a supportive classroom environment
- Manage the classroom to optimize learning
- Present material that stimulates student thinking
Within these dimensions, the toolkit identifies 17 specific elements that merit time and effort to cultivate, such as connecting ideas, fostering a positive classroom atmosphere, establishing clear routines, using questioning to stimulate student thinking, and providing feedback to advance learning.
Notably, effective teaching varies across subjects, students, and settings. Skilled teachers flexibly utilize this repertoire of practices to meet evolving needs. They also strive to deeply understand the specific content from a pedagogical standpoint, including common misconceptions, useful analogies, and the prerequisite knowledge required at each stage. Developing this pedagogical content knowledge through experience, reflection, and collaboration is an ongoing journey.
Utilizing Formative Assessment
Whilst we have various tools, formative assessment is likely one of the most effective in promoting learning. Collecting evidence of students thinking during the learning process and using it to make adjustments to instruction bridges the gaps that occur and, most importantly, better meets students’ needs. (Wiliam, 2013). Effective formative assessments need to include the following:
· set clear learning objectives/goals
· gather evidence of students’ current understanding of those goals
· provide actionable feedback for improvement
· engaging students as active participants in the process
Numerous strategies can be utilized ranging from classroom discussions, self-assessment, peer feedback, and strategic questioning.
Crucially, formative assessment is most effective when used to inform immediate adjustments during learning, rather than only identifying gaps afterwards. This necessitates creating a classroom culture where expressing confusion is seen as a valuable opportunity for growth. It also requires planning assessment and instruction as interconnected components.
Activating Generative Learning
With these principles in mind, how can we specifically activate generative learning in the classroom? Fiorella and Mayer (2015) identify eight research-based strategies that encourage students to construct meaning actively:
- Summarizing: Restating key ideas in one’s own words
- Mapping: Visually representing relationships
- Drawing: Translating concepts into illustrations
- Imagining: Mentally visualizing processes and scenarios
- Self-testing: Retrieving learned information from memory
- Self-explaining: Articulating one’s thought processes
- Teaching others: Explaining concepts to peers
- Enacting: Physicalizing concepts through movement and manipulatives
When applied appropriately, these generative learning strategies can significantly enhance comprehension and the application of learning in new situations. The key is to align the strategy with the learning objectives and students’ needs.
For instance, summarizing is most effective for learning from relatively simple texts, while mapping and drawing suit complex, hierarchical concepts. Self-explaining helps students identify gaps in their understanding while teaching others is most beneficial once students have engaged with ideas independently. Enacting is a powerful method for grounding abstract concepts in concrete experiences.
Importantly, most students, especially novices, require explicit training and support to utilize generative learning strategies effectively. This may involve teacher modelling, guided practice, and structured prompts that gradually diminish as students gain proficiency. The objective is to equip students with a versatile toolkit that they can use flexibly and independently.
Integrating Principles into Practice
As the research discussed illustrates, fostering meaningful and transferable learning is a complex endeavour. It requires weaving together effective instructional practices, deep content understanding, responsiveness to students’ thinking, and robust learning strategies. This represents the art and science of excellent teaching.
For individual educators, the way forward begins with a commitment to continuous improvement. By viewing teaching and assessment through the lens of generative learning, we can critically assess our practices, identify areas for enhancement, and experiment with evidence-based techniques. Engaging in reflective cycles of inquiry, feedback, and adjustment is a hallmark of adaptive expertise.
Teaching is not a solitary task. The most significant professional growth occurs when educators collaborate to analyze student work, design formative assessments, dissect content, and refine pedagogy. School leaders play a crucial role in providing the time, space, and trust necessary for this collaborative effort.
With a broader perspective in mind, bridging the teaching-learning gap will necessitate systemic changes. This requires rethinking curricula, assessments, and professional learning experiences to emphasize the key drivers of learning. It involves building a shared language and frameworks to integrate insights across learning sciences. Most importantly, it entails maintaining a relentless focus on evidence of impact on student thinking.
References
Coe, R., Rauch, C. J., Kime, S., & Singleton, D. (2020). Great teaching toolkit: Evidence review. Evidence Based Education. https://www.greatteaching.com/
Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press. https://doi.org/10.1017/CBO9781107707085
Wiliam, D. (2013). Assessment: The bridge between teaching and learning. Voices from the Middle, 21(2), 15-20.
Wittrock, M. C. (1974). Learning as a generative process. Educational Psychologist, 11(2), 87-95. https://doi.org/10.1080/00461520903433554