Australian Education Reform Overview

Executive Summary

• Despite extensive reforms and investment in the Australian education system, student results remain stagnant.
• The focus on teaching quality is incomplete; there is a need to prioritize the science of learning as the basis for education policy.
• Establishment of the Australian Education Research Organisation (AERO) aims to shift the focus towards research on how students learn best.
• Traditional educational beliefs from the 18th century hinder the effective integration of cognitive science in education.
• Key beliefs impacting education include:
  • Students learn best when they guide their own learning aligned with their interests.
  • Rote learning is viewed as harmful.
  • Emphasis is placed on experiential learning for developing critical and creative thinkers.
• Science of learning connects cognitive science insights with teaching practices.

Key Concepts in Science of Learning

• Biologically Primary Knowledge (BPK): Innate knowledge such as social skills that do not require formal instruction.
• Biologically Secondary Knowledge (BSK): Knowledge that must be explicitly taught, including foundational skills like reading and mathematics.
• Domain-Specific vs. Domain-General Skills: Domain-specific skills relate to specific subjects (e.g., math), while domain-general skills overlap with innate knowledge.
• Memory:
  • Working memory is limited; it acts as a conduit to long-term memory.
  • Strong long-term memory enhances working memory capacity.
• Cognitive Load Theory: Instruction should minimize unnecessary cognitive load for effective learning.

Teaching Practices Supported by Evidence

• Explicit Instruction: A structured approach focusing on clear and sequential teaching of knowledge.
• Key features of explicit instruction include:
  • Systematic ordering of content.
  • Breaking down new information into small, manageable steps.
  • Checking for understanding before progressing to independent tasks.
  • Regular revision to bolster retention.

Implications of Science of Learning

• Teachers: Opportunity to craft instructional strategies that enhance student success.
• Parents: Gain insights on fostering supportive learning environments for their children.
• Policymakers: Evidence serves as a foundation for reforms at various education levels.

Introduction

• The conversation around school effectiveness has shifted from structural concerns to quality teaching and learning.
• Despite increased funding and policy focus, student outcomes have failed to improve significantly.
• Historical progressive educational philosophies complicate the consensus on effective practices, resulting in confusion in policy.
• Modern educational research highlights significant findings in cognitive science, yet these insights are not effectively implemented in practice.

Historical Influence on Education

• Progressivism, emerging in the 18th century, is rooted in democratic theory and student-centered learning.
• Key figures include:
  • Jean-Jacques Rousseau: Advocated for naturalistic learning and child-led education.
  • Johann Gottlieb Fichte: Emphasized education as character formation for the individual's and nation's benefit.
  • John Dewey: Focused on experiential learning and the importance of evidence in educational reform.

Evolution of Progressive Education

• Progressive education critiques traditional rote memorization in favor of engaging and self-directed learning.
• Paulo Freire introduced concepts of critical pedagogy, highlighting the oppressive nature of teacher-led instruction.
• Critical pedagogical approaches have been influential in shaping current teacher education practices, which may create resistance to explicit teaching methods.

Contemporary Educational Landscape

• Australia’s education system reflects a blend of progressive ideals, grappling with the integration of cognitive science insights.
• Policies often emphasize inquiry-based learning, which may hinder the adoption of evidence-based methods.
• Action research formats in teacher training highlight ongoing challenges in aligning scientific understanding with educational practice.

Conclusion

• As debates over educational philosophy continue, a clear need for evidence-based practices aligning with cognitive science principles is essential for future reforms.
• Future research should explore the intersection of educational philosophy, policy, and the science of learning to inform teaching practices.### Australian Association for Research in Education Conference
• Hosted an online conference in 2022 titled "The legacy of John Dewey on Contemporary Pedagogy."
• Highlights John Dewey's significant influence on Australian education, particularly in progressive education.

Progressive Education Philosophy

• Emphasizes education beyond rote memorization, focusing on developing capable individuals for modern liberal democracies.
• Currently regarded as the foundational philosophy for educational purposes in Australia.
• Concerns arise regarding the effectiveness of progressive methods as mass public education evolves.

Evidence-Based Education Challenges

• Discrepancy between progressive educational theory and findings from educational research, particularly psychology and cognitive science.
• As progressive methods became mainstream, research has questioned their efficacy in improving student outcomes.
• Henry L. Roediger III notes the challenge of changing entrenched ideas within education.

Project Follow Through

• A significant educational experiment began in 1968 in the U.S., involving over 700,000 children in 170 disadvantaged communities.
• Found that Direct Instruction and Behavior Analysis were the most effective programs in enhancing foundational skills and self-esteem.
• The impact on student achievement led to a reconsideration of teaching methods, highlighting the benefits of explicit teaching.

Science of Learning

• Defined as the connection between cognitive science and effective instructional practices.
• Understanding the cognitive processes in learning is crucial for educators to apply evidence-based practices effectively.
• Knowledge of human cognition must be integrated into teaching methodologies for greater effectiveness.

Definitions of Learning

• Learning designated as a change in long-term memory, as articulated by cognitive scientists Kirschner, Sweller, and Clark.
• Various definitions emphasize the importance of long-term retention and distinguish between learning and performance.

Key Concepts in Cognitive Science

• Biologically Primary vs. Secondary Knowledge:

  • BPK is naturally acquired knowledge essential for survival, while BSK is knowledge gained through formal instruction—requires more effort and motivation.
  • Examples include native language acquisition (BPK) versus reading proficiency (BSK).

• Specificity of Knowledge:

  • Knowledge and skills are domain-specific; broad, transferable skills are not supported by research.
  • Effective learning requires strong base knowledge within specific domains to develop critical thinking and problem-solving.

• Memory Types:

  • Working memory has significant limitations; effective instruction must navigate these limitations.
  • Long-term memory serves as an extensive store that retains information beyond the capacity of working memory.

Cognitive Load Theory

• Based on cognitive science principles, emphasizing managing working memory load during learning.
• Types of cognitive load:
  • Intrinsic Load: Necessary mental effort for learning new information.
  • Germane Load: Efforts in transferring new knowledge to long-term memory.
  • Extraneous Load: Unnecessary cognitive burden that should be minimized through effective instruction design.
• Aim is to maximize intrinsic and germane load while minimizing extraneous load for optimal learning experiences.### Cognitive Load Theory and Instructional Methods
• Worked Example Effect: Learners benefit more from studying example problems with complete solutions than from solving similar problems independently using trial and error.
• Element Interactivity Effect: High interactivity occurs when new knowledge is complex and existing knowledge is minimal, influencing the level of guidance required for effective learning.
• Expertise Reversal Effect: Novice learners benefit from worked examples, but as expertise grows, independent problem-solving becomes more effective.
• Redundancy Effect: Providing unnecessary information increases cognitive load and can inhibit learning.
• Guidance Fading Effect: Instruction transitions from highly guided worked examples to partially completed problems, ultimately leading to independent student practice.

Explicit Teaching and Practice Connection

• Mere understanding of knowledge categories and cognitive load does not constitute an effective learning science; practical application of these insights is necessary.
• The NSW Department of Education supports explicit instructional models based on cognitive load theory findings.

Limitations of Minimal Instruction Approaches

• Partial instructional guidance methods, like problem-based learning or inquiry learning, expect learners to independently discover concepts, which does not align with cognitive science principles.
• Minimal guidance approaches may leave students struggling without sufficient prior knowledge or understanding of the necessary concepts.

Educational Equity and Knowledge Development

• Students' existing knowledge can be shaped by their background and upbringing, affecting their ability to learn and discover concepts independently.
• The Matthew Effect indicates that initial advantages in knowledge accumulate over time, benefiting already knowledgeable students even more.

Best Practices for Teaching According to Cognitive Science

• To optimize learning, information should be presented in small, manageable steps and integrated with prior knowledge for better retention.
• Effective teaching is linked to clear, step-by-step explicit instruction that builds understanding gradually and provides thorough practice.
• The strategy of “I do, we do, you do” guides the instructional process: teachers model first, then practice collaboratively, eventually transitioning to independent work.
• High levels of teacher support are crucial initially, with a systematic withdrawal of support as students show competence.

Framework for Effective Instruction

• Explicit instruction involves a logical sequence of content, breaking concepts into manageable parts tailored to students’ cognitive capabilities.
• Regular feedback during instruction ensures that learning is aligned with students' needs and helps determine readiness for independent work.

This summary discusses the ongoing challenges in the Australian education system, highlighting the need for a focus on the science of learning to enhance policy and practice. Despite efforts and increased resources, student outcomes remain stagnant, pointing to the need for evidence-based strategies informed by research.