Sherrington kicked off this series with\u00a0Rosenshine’s Principles in Action<\/em> last year. Now, Zoe and Mark Enser’s book explores Fiorella and Mayer’s theory of\u00a0Generative Learning<\/em>.<\/p>\n Unlike many such books, this one focuses more on what\u00a0students<\/em> are doing. Specifically, generative learning invites them to do mental work<\/em> that makes sense of their learning.<\/p>\n The Ensers describe eight distinct kinds of generative learning. Some — like “summarizing” — seem straightforward, even mundane. Others — like “drawing” or “enacting” — might feel more daunting to some students.<\/p>\n In every case,\u00a0Generative Learning\u00a0<\/em>explains how these activities require their big three mental activities: selecting, organizing, <\/strong>and integrating<\/strong> information. When students “map” a topic, for instance, they have to select<\/em> relevant ideas, organize<\/em> them into meaningful patterns, and integrate<\/em> them into a coherent whole.<\/p>\n The Ensers take care care to offer specific classroom examples of these eight strategies. Several chapters include “case studies” from other teachers who have put them to use.<\/p>\n They also emphasize the limitations that might make them less helpful. (Researchers call these “boundary conditions.”) For instance, almost all of these techniques require some working memory headroom. They also benefit from a fair amount of explanation and practice.<\/p>\n One important caveat. As noted above, generative learning strategies focus on the cognitive work that students do. The Ensers explicitly emphasize that such generative learning does not\u00a0replace<\/em> teaching but\u00a0follows<\/em> teaching. That is: we don’t use these strategies so that students might figure out concepts on their own. We use them so that students might consolidate ideas they learn in class.<\/p>\n In brief: this book — which takes less than an hour to read — provides clear explanations and practical examples. If you want both new ideas to try and new ways to think about your students’ classroom work, give\u00a0Generative Learning<\/em> a read. (Next up in the series: Ollie Lovell explores Cognitive Load Theory.)<\/p>\n In our work, you’ll often hear that we teachers should try a certain technique because “research says so.”<\/p>\n![\"\"](\"https:\/\/braindevs.net\/blog\/\/wp-content\/uploads\/2020\/12\/Enser-Cover.jpg\")
<\/a><\/p>\nThe Science of Learning: 77 Studies that Every Teacher Needs to Know<\/h2>\n