Science of Reading Essentials: The Science of learning
On this Science of Reading Essentials episode we're diving into the science of learning to explore how memory, cognitive load, and knowledge building can transform your literacy instruction. Host Susan Lambert, Ed.D., weaves in the insights of our experts—Natalie Wexler; Nathaniel Swain, Ph.D.; Hugh Catts, Ph.D.; Daniel Willingham, Ph.D.; Peter C. Brown; Jamey Peavler, Ed.D.; and David Rapp, Ph.D. Susan reflects on: how memory works and why understanding its processes is foundational to effective teaching; why cognitive load theory and background knowledge are game-changers for literacy instruction; evidence-based strategies that make learning stick.
Show notes:
- Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into reading comprehension research.
- Check out full episodes with our featured guests:
- The science of learning, the humility of teaching, with Peter C. Brown
- Comprehension is not a skill, with Hugh Catts
- When not to differentiate: A guide to small-group instruction with Jamey Peavler
- The truth behind learning, with Nathaniel Swain
- The Knowledge Gap: Natalie Wexler
- Cognitive science-informed teaching, with Natalie Wexler
- Unlocking reading: Comprehension strategies vs. knowledge building, with Daniel Willingham
- The science of memory and misinformation, with David Rapp
- Listen to Amplify's Beyond My Years podcast
- Check out our Science of Reading Essentials episodes.
- Join our community Facebook group.
- Connect with Susan Lambert.
Quotes:
"Memory is a cognitive process. It's the way the brain encodes, stores, and retrieves information." —Susan Lambert
Timestamps*:
0:00 Introduction
05:00 Memory is a cognitive process
07:00 Cognitive load theory
10:00 Role of long-term memory for reading
15:00 Process of building knowledge in long-term memory
21:00 You can't learn something new if it doesn't connect to something you already know.
24:00 Applying learning science to the literacy classroom
30:00 Power of writing
31:00 Final advice
*Timestamps are approximate
More description
On this Science of Reading Essentials episode we're diving into the science of learning to explore how memory, cognitive load, and knowledge building can transform your literacy instruction. Host Susan Lambert, Ed.D., weaves in the insights of our experts—Natalie Wexler; Nathaniel Swain, Ph.D.; Hugh Catts, Ph.D.; Daniel Willingham, Ph.D.; Peter C. Brown; Jamey Peavler, Ed.D.; and David Rapp, Ph.D. Susan reflects on: how memory works and why understanding its processes is foundational to effective teaching; why cognitive load theory and background knowledge are game-changers for literacy instruction; evidence-based strategies that make learning stick.
Show notes:
- Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into reading comprehension research.
- Check out full episodes with our featured guests:
- The science of learning, the humility of teaching, with Peter C. Brown
- Comprehension is not a skill, with Hugh Catts
- When not to differentiate: A guide to small-group instruction with Jamey Peavler
- The truth behind learning, with Nathaniel Swain
- The Knowledge Gap: Natalie Wexler
- Cognitive science-informed teaching, with Natalie Wexler
- Unlocking reading: Comprehension strategies vs. knowledge building, with Daniel Willingham
- The science of memory and misinformation, with David Rapp
- Listen to Amplify's Beyond My Years podcast
- Check out our Science of Reading Essentials episodes.
- Join our community Facebook group.
- Connect with Susan Lambert.
Quotes:
"Memory is a cognitive process. It's the way the brain encodes, stores, and retrieves information." —Susan Lambert
Timestamps*:
0:00 Introduction
05:00 Memory is a cognitive process
07:00 Cognitive load theory
10:00 Role of long-term memory for reading
15:00 Process of building knowledge in long-term memory
21:00 You can't learn something new if it doesn't connect to something you already know.
24:00 Applying learning science to the literacy classroom
30:00 Power of writing
31:00 Final advice
*Timestamps are approximate
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