Teaching Insights from Cognitive Science: Comparing Uncommon Sense Teaching and Make It Stick

Comparing and contrasting the two books "Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn" by Judy Willis and "Make It Stick: The Science of Successful Learning" by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel:

Uncommon Sense Teaching and Make It Stick: A Comparative Analysis of Applying Cognitive Science Principles to Improve Learning

Abstract

Both "Uncommon Sense Teaching" by Judy Willis and "Make It Stick" by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel seek to improve learning outcomes by translating insights from cognitive science research into practical teaching strategies. This article provides a comparative analysis of the two books, examining their similar goals and approaches as well as distinct emphases. Key takeaways are synthesized regarding strategies such as interleaving practice, emphasizing effort and challenge, and tapping into emotion and social dynamics to enhance memory and learning.

Introduction

A growing body of cognitive science research offers valuable insights into how the brain acquires, processes, and retains information. In recent years, prominent scholars in the field have published works aimed at making these research findings accessible to educators and applicable in classroom settings. Two acclaimed books taking this approach are Judy Willis' "Uncommon Sense Teaching" (2010) and "Make It Stick" by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel (2014). Both texts share the overarching goal of bridging the gap between cognitive science and education, but take somewhat different angles in translating the research into practical strategies. This article will compare and contrast the approaches, frameworks, and recommended practices put forth in each book, highlighting their similarities and distinctions. Key takeaways will be synthesized regarding research-backed methods to enhance learning outcomes.

Similarities in Goals and Approaches

At their core, both "Uncommon Sense Teaching" and "Make It Stick" aim to leverage insights from cognitive psychology and neuroscience to improve teaching and learning. The authors synthesize a wide breadth of studies with direct relevance to the classroom environment, distilling the research into actionable teaching strategies. Furthermore, both texts critique conventional educational approaches that are incongruous with cognitive science findings. For example, both critique study habits based on massed practice (cramming) and re-reading, arguing these are less effective for long-term retention compared to spaced practice and elaboration strategies. Both books also emphasize that productive struggle enhances learning, pushing back against models that simplify material to minimize effort. Finally, the two books share a learner-centered orientation, advocating practices that consider the brain's natural learning systems.

Key Differences in Emphasis

While the two texts share similar underlying goals and approaches, their specific emphases differ based on the authors' backgrounds and interests. As a veteran K-12 teacher, Willis focuses extensively on learning differences, classroom community, and influences such as stress, emotions, and social dynamics on learning. Her background as a neurologist informs her emphasis on neuroscience, including findings on memory formation and the impact of exercise, nutrition and sleep on the brain. In contrast, Brown, Roediger and McDaniel approach the material from the perspective of cognitive psychology researchers and academics. Their book meticulously analyzes strategies that enhance retention and knowledge transfer, such as interleaving practice, elaborative interrogation, and self-explanation. While touching on emotional and social factors, their discussion centers on principles of cognitive theory.

Synthesizing Key Takeaways

Despite their different angles, these books converge on several research-backed strategies that teachers can employ to improve student learning:

- Interleaving practice on different topics results in better long-term retention and transfer compared to massed practice.

- Emphasizing effort and productive struggle enhances learning, while over-simplification diminishes retention.

- Tapping into social dynamics and emotion can aid memory formation and recall.

- Retrieval practice through low-stakes quizzing strengthens memory compared to re-studying material.

- Elaborative strategies like asking students to explain concepts engage deeper cognitive processing.

Conclusion

"Uncommon Sense Teaching" and "Make It Stick" succeed in translating insights from the rich field of cognitive science into practical recommendations teachers can apply in the classroom. Though differing in their precise angles and emphasis, the books converge on key evidence-based strategies to enhance learning outcomes. Teachers aiming to leverage research findings to improve their practice would benefit from studying and synthesizing the approaches outlined in both of these impactful texts.