For the rest of 2021 I will be undertaking a trial of different Generative Learning approaches at my school. To kick off the program I will be delivering CPD to staff in the coming weeks. To be ready for this it is time to practice what I will be preaching: using Summarising in this blog to organise my thoughts. You can see the presentation here.

Generative learning is a theory that involves the active integration of new ideas with the learner’s existing schemata. ​It is based upon the Constructivist model of learning where new learning is built upon prior knowledge. This idea is best understood using the SOI or Select - Organise - Integrate model of learning.

Here pupils first select information from sensory input to put into their working memories. This might be the learning in front of the them or it could be that squirrel outside the classroom window. This information is then Organised in the working memory and Integrated (hopefully) into the Longterm memory. Generative Learning focuses on finding approaches and activities that aid the Encoding of learning from the Working Memory into the Long-term memory.

So what is Generative Learning?

• Forms part of a cycle of learning that sits on the other side from Retrieval Practice.

• "The flipside of Rosenshine" ​

• Creating links between prior knowledge and new learning to give context .​

• Creating engagement through encoding – not passively consuming​

• Using specific methods to support and model encoding of learning.​

Whilst the concept of Generative Learning has been around for many years, one of the key modern pieces of research in the field in the 2015 paper by Fiorella and Mayer Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding. As the name suggests, they explored and studied 8 different methods for Generative Learning. Each approach offers different ways for pupils to synthesize learning: to take the sensory input and actively construct meaning from it based up prior knowledge and in finding new connections. As Daniel Willingham said:

"MEMORY IS THE RESIDUE OF THOUGHT"​

Learning is created when children are actively thinking. ​Generating links between what children already know and what is being taught gives context to the learning. ​Generating links between the different aspects of what is being taught deepens the thinking and therefore the memory and learning.

As an example think about these two scenarios:

• You are at an airport.​ You see a lady running with a suitcase. ​Why is she running?​ ​

• You are at a museum​. You see a lady running with a suitcase​. Why is she running?​

In the first scenario we have prior knowledge that gives our observation context (people can be late for planes so have to run for them). However, in the second one we do not have enough prior knowledge to give context. Why would someone have a suitcase at a museum? Why would they be running with it?

The 8 Strategies

As the title suggested, there are 8 different strategies for Generative Learning, each with their own pros, cons and utilities. Some of them will not be new to you, but it is reassuring to see a research basis for using an activity. Some activities which I had shoved to the bottom of my teaching toolbox but will now be getting out and using again. Enser and Enser conducted a meta analysis into each form, giving them an efficacy score ranging from 0 - 1:

• Summarising (0.5)​

• Mapping (0.62)​

• Imagining (0.65)​

• Drawing (0.4)​

• Self-testing (0.65)​

• Self-explaining (0.61)​

• Enacting (0.51)​

• Teaching others (0.77)*​

For our trial, I planned for us to use Summarising (0.5), Mapping (0.62)​ and Imagining (0.62). I considered other approaches but these were discounted for the following reasons:

• Drawing – can hinder as much as help​ with Primary children

• Self-testing – we already did this type of activity through our Retrieval Practice​ program

• Enacting – we already do this with our CPA approach in maths and Talk 4 Writing in English.​

• Teaching others – data is soft and was shown to be a good way of embedding misconceptions.

Summarising (0.5)

Retell, abbreviate, tweet. Taking a larger body of text or information and condensing it down. The act of thinking and reducing generates thinking, engagement and focus on word choice. The process of reorganising fosters engagements and generation of links. Examples of this approach include: Read a paragraph; summarise as a sentence.; summarise all learning from a lesson in 5 take-away sentences (also, reduces marking!)​; writing longer summarise, less often​ in a lesson.

One method I am very excited to try out is Cornell notes.

Devised in the 1940s by Walter Pauk, an education professor at Cornell University.​ A generative activity as students SELECT along the way, not just copying the whole PowerPoint or video subtitles.​ Generative as children pose questions during lesson to find answers to later. ​A very engaging activity (it requires constant thinking) and I predict it can be done at length (40mins)​. With time given at end of lesson for Summary writing., this will provide a good structure to “knowledge rich lessons”. Only downside is it will need training, teaching and modeling to be effective. Lots of videos and templates are available online as it is widely used in US schools. Like this video.​ I will be summarising using Cornell Notes in a future blog post.

Mapping (0.62)

This is mind mapping but taught and used in a structured way with a focus on the Tier 3 vocabulary used in the lesson or unit. The best method I have seen is Concept mapping: a mind map with a focus on interlinking ideas. Not a spider diagram radiating out from the centre. Concept mapping is easy to construct with children noting key words then plotting linking lines to show connections. Works well as a double page spread. ​

• + Lesson activity or end of lesson summary. More thinking, less doing. Practicing Tier 3 vocabulary​

• - Needs scaffolding e.g a map of key words for children to plot the links for. ​

Imagining (0.65)

As a tweed loving Victorian lost in time, Imagining initially sounded like a lot of fluff. I was wrong. Imagining, Or using Visualisation, is children using their imagination to form mental constructs with the guidance of the teacher. Sort of like guided meditation. Helps practice SELECTING relevant information. ​Requires zero prep to do, just a planned pauses during lesson. and using imagination fosters independent creativity. It is difficult to quantify how effective this would be in your own lesson but studies have found positive impact. ​

One example of Imagining could be Hot Seating a character in an English lesson, with pupils taking on and being that character. It works best if teachers allow time for planning questions ahead of time. ​Children can then take turns “being” a character talking about that character in role or discussing and debating what a character might think, using text to justify. More analyzing than make-believe.

Moving forward

I will be trialing and sharing my experiences of these approaches in future blog posts. Follow my twitter (@MrMJLane) to see future updates.