The Cognitive Science of Teaching and Learning

In this xTalk, Keith Baker, MD, will review key studies on how people learn and demonstrate strategies that lead to better learning in adults. This evidence-based approach to improving learning will likely lead to better teaching. Discussion of the material will enhance the attendee’s understanding of how to use this evidence for better learning.

Learning Objectives:
By the end of this session, participants will be able to:

1. Identify and use 2 strategies to improve retention of information by learners.
2. Describe how working memory capacity (WMC) severely limits use of new information in novice learners. This informs our expectations of novice learners.
3. Use constructivism as a strategy to enhance deeper-level learning.
4. Describe what is meant by ‘metacognition’ and how the ‘feeling of knowing’ can mislead learners.

Keith Baker obtained his M.D., Ph.D. from Washington University. He is Vice Chair for Education in the Department of Anesthesiology at MGH. His peer-reviewed articles focus on evaluation and feedback, attributes of excellent clinical teachers, deliberate practice and the development of expertise, and the cognitive science of teaching and learning.

Pre-Reading
Attendees are encouraed to read "The Cognitive Science of Learning: Concepts and Strategies for the Educator and Learner" before the session.

Read MIT student Zoya Fan's reflections on Dr. Baker's xTalk.