Learning that Lasts: A 6-Step Learning Model Based on Learning Science

Based on the latest brain science and learning theory, this book divides the learning process into six stages, guiding students to effectively process information and form long-lasting memories.
The most significant feature of this book is that it allows for a close analysis of each stage of the learning process to see what happens in a student's mind while learning.
For teachers, students' minds are like mysterious "black boxes," so when learning isn't going well, they often don't know what's wrong or what to do differently to help students learn.
This book illuminates the inside of that black box, providing concrete help to achieve the most effective learning based on the fundamental principles of learning science.
In other words, it provides a six-stage learning model based on the brain's information processing method, allowing us to view the learning process from beginning to end and see in detail what is happening in students' minds at each stage.


Now, teachers will be able to teach with clearer intention, going beyond just what to teach to understanding when, how, and why.
You will also have a clearer idea of ​​how to respond when problems arise or when students struggle to master new learning.
Packed with practical solutions that will revolutionize teaching and learning through student-centered learning design and a learning science approach, this book will be a great inspiration to both new and veteran teachers.

Would you undergo brain surgery from a doctor who doesn't understand the anatomy of the brain or how various surgical techniques affect it? Education, while not involving a scalpel, is in some ways like performing brain surgery on students in a classroom all year long.
To do this well, you need to have some understanding of how the brain works and be able to use that understanding to design your students' learning experiences.
--- p.15

It's not necessarily the teachers' fault, but many teachers don't have a good understanding of how learning actually takes place.
For some reason, cognitive science, a representative field of the science of learning, is not sufficiently covered in most teacher training programs despite its long history and importance.
In fact, a study of dozens of textbooks popular in teacher preparation programs revealed that none accurately explained six key teaching strategies based on learning science: distributed practice, crossed practice, retrieval practice, feedback-based improvement, dual encoding, and elaboration (Greenberg, Pomerance, & Walsh, 2016).
New teachers are not learning even the most basic information and skills necessary to effectively perform their roles as teachers.
--- p.16

Meanwhile, we also met with several principals who constantly urged us to use effective teaching strategies.
For example, they persistently demanded that teachers use classroom activities that compare and contrast similarities and differences, but teachers often had no clear idea when or why they should do this.
While in some ways these principals may be pursuing the right direction, their reasons are often superficial or based on misunderstandings.
--- p.19~20

Still, teachers often designed their lessons solely around their lesson plans, rather than what they wanted students to do or think.
Although they follow a lesson plan template, they rarely consider what should happen in the students' minds at each step.
As a result, classes often ended up being a series of activities that failed to engage or challenge students.
In short, the focus of classes was often on the teacher's teaching rather than on the student's learning.
--- p.21

What's most unique about this book is that it provides a learning model based on core learning science ideas that can be applied in the classroom.
Providing such models is a core insight of learning science itself, namely, “the ability to extract key ideas from new data and construct cognitive models (mental models, a cognitive structure or frame used to solve a given problem or understand a situation, refers to an internal representation or structure formed based on previous experience and learning).
This reflects the fact that “we learn best when organized into mental models (often confused with mental models - translator’s note)” (Brown, Roediger, McDaniel, 2014, p.6)
--- p.24

The "six-step learning model based on learning science" introduced in this book is not structured around the steps teachers take to conduct classes (e.g., starting class, checking for understanding, providing practice opportunities).
Rather, it is structured around the steps students must take to engage in deep learning, and this is what makes this model unique.
This book aims to expand thinking and 'flipping' students' minds to consider what's going on in their heads during class.
This allows us to devise instructional approaches that guide and support learning.
In short, the most important thing is not what the teacher teaches, but what the student learns.
--- p.28

It is important to note that this book is not a step-by-step checklist for teachers.
This book is not a manual that teachers must follow step by step in order.
Because the actual learning process is often complex and iterative, you will realize that these learning steps do not always proceed linearly.
In short, this learning model is not intended to be a rigid set of guidelines that teachers must strictly adhere to, but rather a tool to help them develop and apply creative and effective teaching methods.
Understanding and applying learning science goes beyond simple teaching methods.
The key is to help teachers gain a deeper understanding of their teaching methods and students' learning processes, and to reflect on and improve their teaching practices based on this understanding.
--- p.30

The six-step learning model is based on the assumption that intrinsic motivation, not punishment or extrinsic rewards, is the true key to deep learning.
All learning is possible only when the learner participates voluntarily in the process.
We can persuade, bribe, or coerce someone, but we cannot force them to learn something.
Ultimately, learning only happens when learners decide to learn or accept to learn.
--- p.59

Social psychologist Jonathan Haidt described the interaction between these two domains with the metaphor of “elephant and rider” (2006).
The logical, conscious brain would like to think it's in charge, but in reality it's just a rider on a giant elephant of emotions and unconscious reactions.
Sometimes the rider controls the elephant, but most of the time the elephant goes where it wants, and the rider later justifies his actions and feelings.
--- p.72

The essence of curiosity is recognizing that there are gaps in your knowledge and wanting to fill them.
Basically, our brain hates gaps in knowledge and wants to fill them.
However, if the gap feels too large to fill, you are less likely to engage in learning.
--- p.81

When designing learning, it's important to provide opportunities to pause and process what you're learning so you can organize and understand what you're learning.
That means being able to connect with each other, find similarities and differences, and share thoughts about what you're learning with others.
At this time, 5 minutes is appropriate for younger students and up to 10 minutes for older students.
If you're explaining something for more than 10 minutes, it's a good idea to pause and give students time to digest the material.
This process does not stop you from learning, but rather helps you remember what you have learned better.
--- p.157~158

Why do some memories remain and others fade? Why do we store some memories but can't retrieve them, or why do we only recall them after a final exam? As we'll see, many of the ways our brains store new learning for later retrieval are often misunderstood.
...
One important principle is that storing and retrieving memories are different processes, requiring different procedures and conditions.
--- p.178

The important point is that retrieval practice activates neural networks more powerfully than simply rereading or reviewing.
Rereading notes or having a teacher remind you of previously learned material, like focused practice or block practice, only creates the illusion of knowledge and does not actually lead to long-term memory retention (Brown et al., 2014).
--- p.190

On average, teachers spend about 70-80% of their class time speaking (Hattie, 2012).
But the less the teacher talks, the more the student learns, and the more the teacher knows about what the student is thinking and learning.
Breaking up lessons into 5-10 minute chunks that allow students to process information, interact, and share their thoughts can help restore this balance.
--- p.201

To learn something deeply, you need an inner voice that guides you to stop and analyze when you don't understand.
We need a voice that connects what we learn to our personal experiences, and we need an ongoing internal dialogue that summarizes what we learn and derives principles that can be applied to other situations.
Conversely, without metacognitive thinking, learning will likely remain fragmented and discontinuous information, which will likely lose meaning and usefulness and quickly fade from memory.
--- p.235

According to a meta-analysis of critical thinking approaches (Bangert-Drowns & Bankert, 1990), critical thinking does not develop automatically.
Simply exposing students to literature, science, history, or logical arguments will not significantly improve their critical thinking skills.
We need to teach people how to think critically and provide them with opportunities to practice it.
--- p.246

This is precisely the beauty of the human brain.
Especially when we set our minds to learning something, our brains become amazing learning machines.
In fact, that is the very point of this book.
The learning model described here attempts to follow and leverage the way the brain naturally learns.
Learning that occurs through self-motivated inquiry, where you pursue your curiosity and become immersed in a personally meaningful and relevant skill, losing track of time.

--- p.272