(initiated Feb 2025)
(Technical terms. Is it ‘theory of learning’, ‘cognitive science’, or ‘science of learning’? Probably these are interchangeable.)
Objectives
To agree the foundations of a ‘Theory of Learning’ based securely on a scientific, evidence-based understanding of the learning process.
To apply that learning theory to advice on how to improve learning of students.
To underpin teacher training with access to reliable, evidence-based methods.
Outcomes
Short, accessible material at various lengths to guide teachers and their training. Co-authored by a range of opinion-formers in the education sector and used and referred to by them in their work.
A ‘textbook for teachers’ which becomes widely used in initial teacher-training.
Well-argued, evidenced challenges to the ‘anything goes’ approach.
Professional bodies in teaching adopt the theory and an evidence-based approach.
Governments treat the teaching profession with respect and consult professional bodies when drawing up policy in education.
Rationale
Currently, education is one of the few professions which does not have a shared theory. Most other professions: midwives, engineers, farmers, have a shared understanding of how their subject area works. Midwives understand the birthing process in terms of anatomy and physiology; engineers understand the forces on structures and strength of materials, farmers understand the growth process in terms of soil, fertility, water etc.
While there are parts of a ‘theory of learning’ in parts of the teaching profession, it is not widely shared and does not form part of the basic training of new teachers nor the CPD of existing staff.
Consequences
- Teachers are bombarded with ideas, fads, ministerial dictates, and guru opinions and have difficulty deciding what to believe and use.
- Educational research has no firm foundation and is often disconnected from the students and teachers.
- Government feels able to make major changes to education policy, acting as though the minister is the expert because no professional body represents the profession in the way organisations such as The Royal College of Midwives or The Engineering Council.
Method
- Assemble a small group of influential educators and enthusiastic evidence-advocates to work on draft documents to reach a consensus position.
- Use these materials to promote ‘the science of learning’ and challenge the mainstream.