The Science Behind the Structure

1. Icebreakers (Priming the Brain)

Timeframe: 5–10 minutes
Purpose: Establish a welcoming environment, activate prior knowledge, and increase engagement.

Evidence:

  • Social interaction and engagement: Icebreakers help reduce anxiety, foster connections, and prime the brain for learning. A comfortable learning environment has been shown to increase cognitive performance (Dweck, 2006; Vygotsky, 1978).

  • Activation of prior knowledge: Introducing familiar concepts or experiences enhances schema activation, which helps new information connect to existing frameworks (Anderson, 1984).

Example:

Start with a question or discussion about a relevant concept students might have encountered (e.g., "What skills do you think are essential for teamwork?").

2. Learning Objectives and Session Outline (Goal Setting)

Timeframe: 5 minutes
Purpose: Provide a clear roadmap to focus attention and align expectations.

Evidence:

  • Goal-setting theory: Explicit learning goals direct attention to key tasks and help students monitor their progress (Locke & Latham, 2002).

  • Cognitive load theory: Outlining a session reduces extraneous cognitive load by providing structure (Sweller, 1988).

Example:

"Today, we’ll explore [topic]. By the end, you will be able to [specific outcomes]. We’ll start with a recap, do an activity, and finish with a discussion."

3. Recap (Reinforcing Prior Learning)

Timeframe: 5–10 minutes
Purpose: Strengthen retrieval pathways and integrate new learning with prior knowledge.

Evidence:

  • Retrieval practice: Reviewing prior material boosts long-term retention through active recall, as opposed to passive review (Roediger & Butler, 2011).

  • Spacing effect: Revisiting material at spaced intervals enhances memory consolidation (Cepeda et al., 2006).

Example:

Ask, "Who can summarise what we discussed in the last session?" or use a quick quiz or game to recap key concepts.

4. Activity (Active Engagement)

Timeframe: 20–30 minutes
Purpose: Engage students with meaningful tasks to apply knowledge and build deeper understanding.

Evidence:

  • Constructivist learning: Learning is more effective when students are active participants rather than passive recipients (Bruner, 1966).

  • Active learning: Activities that require students to interact, problem-solve, or discuss improve retention and understanding (Prince, 2004).

  • Dual coding: Using visuals, demonstrations, or multimedia alongside verbal explanations enhances learning (Paivio, 1986).

Example:

Have students work in pairs to solve a problem or create a diagram related to the session content.

5. Checks on Learning (Formative Assessment)

Timeframe: 5–10 minutes
Purpose: Provide feedback on understanding and identify misconceptions.

Evidence:

  • Formative assessment: Regular checks improve understanding by highlighting gaps in knowledge and providing timely feedback (Black & Wiliam, 1998).

  • Feedback loops: Effective feedback strengthens neural connections related to accurate understanding (Hattie & Timperley, 2007).

Example:

Use quick quizzes, group discussions, or a "one-minute paper" where students write down the most important thing they learned.

6. Recap and Reflection (Strengthening Retention and Transfer)

Timeframe: 5–10 minutes
Purpose: Conclude the session by summarising key points and prompting metacognitive reflection.

Evidence:

  • Summarisation: Ending a session with a summary helps consolidate information into long-term memory (Brown et al., 2014).

  • Metacognition: Encouraging students to reflect on their learning improves self-regulation and memory retention (Schraw et al., 2006).

Example:

Ask students to summarise the day’s learning or explain how they can apply the knowledge in a real-world context.

7. Post-Session Reinforcement

Encourage students to revisit material through homework, journaling, or discussions before the next session.

Evidence:

  • Ebbinghaus forgetting curve: Reviewing material multiple times prevents rapid forgetting and enhances retention (Ebbinghaus, 1885).

  • Interleaving: Mixing topics during review promotes flexible knowledge transfer (Rohrer & Taylor, 2007).

References:

  • Anderson, J. R. (1984). Cognitive Psychology and Its Implications. W. H. Freeman.

  • Black, P., & Wiliam, D. (1998). "Assessment and Classroom Learning." Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

  • Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning.Harvard University Press.

  • Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.

  • Prince, M. (2004). "Does Active Learning Work? A Review of the Research." Journal of Engineering Education, 93(3), 223–231.

  • Roediger, H. L., & Butler, A. C. (2011). "The Critical Role of Retrieval Practice in Long-Term Retention." Trends in Cognitive Sciences, 15(1), 20–27.

  • Sweller, J. (1988). "Cognitive Load During Problem Solving: Effects on Learning." Cognitive Science, 12(2), 257–285.

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.