Qualified Teacher Status (QTS) How Pupils Learn and Cognitive Science Flashcards

24 sample cards from the How Pupils Learn and Cognitive Science deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is elaborative interrogation?

   A retrieval/elaboration strategy where learners generate explanations for why a fact or concept is true (asking 'why?'), strengthening connections to prior knowledge.

2. Why are concrete examples valuable when teaching abstract concepts?

   Concrete, specific examples make abstract ideas easier to understand and remember by linking them to familiar, tangible situations; using multiple varied examples supports transfer.

3. What is the difference between intrinsic and extrinsic motivation?

   Intrinsic motivation comes from within - doing an activity for its own interest or satisfaction; extrinsic motivation comes from outside - doing it for rewards, grades, or to avoid punishment.

4. What is a risk of relying heavily on extrinsic rewards for tasks pupils already enjoy?

   The overjustification effect: external rewards can undermine existing intrinsic motivation, so pupils become less interested in the activity once the reward is removed.

5. Why is attention a critical bottleneck in learning?

   Information must be attended to in working memory to be processed and have a chance of entering long-term memory; pupils essentially remember what they think about, so directing attention is essential.

6. Give two practical strategies for reducing distraction and managing pupil attention.

   Remove or minimise irrelevant stimuli (visual clutter, off-task materials) and signpost what pupils should focus on; structure tasks so attention is directed to the key content to be learned.

7. What is metacognition?

   Metacognition is 'thinking about one's own thinking' - awareness and understanding of one's own learning processes, including planning, monitoring, and evaluating.

8. What is self-regulation in learning?

   Self-regulation is a learner's ability to manage their own motivation, emotions, and learning behaviours - setting goals, monitoring progress, and adjusting strategies to achieve them.

9. What are the three phases of the metacognitive regulation cycle?

   Planning (deciding how to approach a task), monitoring (checking progress during the task), and evaluating (reflecting on the outcome and what to improve).

10. What is self-efficacy?

    A pupil's belief in their own capability to succeed at a specific task or in a specific situation; higher self-efficacy increases effort, persistence, and resilience.

11. How can teachers raise pupil self-efficacy?

    By ensuring early success on appropriately challenging tasks (mastery experiences), providing models of success, giving specific encouraging feedback, and breaking work into achievable steps.

12. What is the Pygmalion effect (teacher expectations)?

    The finding that higher teacher expectations of pupils can lead to improved pupil performance - a self-fulfilling prophecy - while low expectations can depress achievement.

13. What is a misconception in the context of teaching?

    A belief or understanding that is incorrect or only partially correct, which can interfere with learning new, accurate knowledge.

14. Why are subject misconceptions often difficult to correct?

    They are frequently rooted in intuitive but flawed prior knowledge embedded in a pupil's schema, so they resist simple correction and can persist or resurface unless directly challenged.

15. Why should teachers anticipate misconceptions during lesson planning?

    Knowing the common misconceptions for a topic in advance allows teachers to design explanations, examples, and questions that pre-empt and directly address them before they take hold.

16. Name two strategies for addressing and correcting pupil misconceptions.

    Directly confront the misconception by contrasting it with the correct concept (e.g. cognitive conflict with a counter-example), and provide a clear correct model plus retrieval practice to consolidate the accurate idea.

17. Why is simply telling pupils the correct fact often insufficient to fix a misconception?

    The existing incorrect schema remains and competes with the new information; pupils need to actively confront the conflict, restructure their understanding, and rehearse the correct version to replace it.

18. What is the purpose of checking for understanding during a lesson?

    To gather responsive evidence of whether all pupils have securely understood new content, so teaching can be adapted (reteach, move on, address gaps) before misconceptions consolidate.

19. Give two effective techniques for checking understanding from a whole class.

    Use whole-class response systems (e.g. mini-whiteboards, hinge questions, all-pupil-response polls) and targeted cold-call questioning, rather than relying on volunteers or 'does everyone understand?'.

20. Why is asking 'Does everyone understand?' an ineffective check for understanding?

    It elicits no reliable evidence - pupils may not know what they don't know, or may stay silent - so it fails to reveal who has actually learned the content.

21. What is a 'hinge question'?

    A diagnostic multiple-choice question asked at a key point in a lesson whose wrong-answer options correspond to specific misconceptions, giving the teacher rapid evidence on whether to proceed or reteach.

22. What is chunking and why does it help working memory?

    Chunking is grouping individual items into larger meaningful units; because working memory holds a limited number of chunks rather than individual items, chunking lets more information be handled at once.

23. How can secure recall of basic facts (automaticity) reduce cognitive load in complex tasks?

    When foundational knowledge (e.g. number bonds, key vocabulary) is retrieved automatically from long-term memory, it uses little working-memory capacity, leaving more room for higher-order thinking and problem-solving.

24. What does it mean that 'memory is the residue of thought'?

    Pupils tend to remember what they actively think about during a lesson; therefore tasks must be designed so that pupils' attention and thinking are focused on the intended core content, not on peripheral or distracting features.

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