What can we learn from “Teaching the Science of Learning” in VET in Australia?

We love evidence-based research into the science of how people learn. And we love to share key lessons from this research in simple and easy to understand ways.

One particularly valuable collection of research is in “Teaching the Science of Learning” (Weinstein et al, 2018) published in the peer reviewed journal Cognitive Research: Principles and Implications.

Below we have summarised the key learning strategies covered so you can apply them in your own teaching practice.

What are the six learning strategies covered?

1. Spaced practice (spread learning activities out over time)
2. Interleaving (switching between topics while learning)
3. Retrieval practice (retrieving information from long-term memory)
4. Elaboration (asking and explaining why and how things work)
5. Concrete examples (illustrating abstract concepts with specific examples)
6. Dual coding (combining words with visuals)

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1. Spaced practice

The strategy of spaced practice suggests that trainers facilitate spreading learning activities out over time.

For example, in a BSB50420 Diploma of Leadership and Management, the units of competency are spread out over the week into a Weekly Learning and Study Schedule. Learners are encouraged to do evening study for a unit covered on the previous day.

2. Interleaving

Interleaving is switching between topics while learning. For example, during a first aid course, studying signs and symptoms of anaphylaxis for a few minutes, then switching to burns, then bleeding.

3. Retrieval practice

This is about your learners bringing learned information to mind from long-term memory.

For example, during ICTPRG302 Apply introductory programming techniques, students practice solving basic coding problems without a reference guide.

4. Elaboration

The elaboration learning strategy is about asking and explaining why and how things work.

For example in the unit of competency PUAFIR303 Suppress wildfire, students can ask and explain how mineral earth firebreaks work.

5. Concrete examples

When learning abstract concepts, students and facilitators should illustrate them with specific examples.

For example, when learning about legal and ethical considerations as part of CHCDIV001 Work with diverse people, discussing a case study where there was a breach of anti-discrimination law.

6. Dual coding

This is combining words with visuals.

In the AUR30720 Certificate III in Outdoor Power Equipment Technology for example, while learning about AURPTE103 Diagnose and repair outdoor power equipment engines, students could draw a simple diagram of a piston and combustion chamber and describe how it works.

Using these strategies in your teaching practice

Like any strategy, you must apply these strategies with the subject matter, learning objectives, learners and general context in mind. For example, the interleaving strategy while practicing a highly procedural task simply doesn’t apply.

Further information

If you’re curious about how to apply these strategies and more to your teaching practice in Vocational Education in Australia, send an enquiry below for some of our course options.

References

This page is a summary of the key concepts addressed in Weinstein, Y., Madan, C.R. & Sumeracki, M.A. Teaching the science of learning. Cogn. Research 3, 2 (2018), accessed from https://doi.org/10.1186/s41235-017-0087-y 24/09/2021.