Oakley, B., Ragowsky, B., & Sejnowski, T. J. (2021). Uncommon sense teaching: Practical insights in brain science to help students learn

Abstract

Uncommon Sense Teaching is written for the K-12 classroom teacher and, while there are some references to postsecondary instructors and parents, this book could function as a teacher user manual that offers “slight but powerful tweaks” to integrate the science of learning in the classroom (Oakley et al., 2021, p. xi). Chapter 1 begins with an all too familiar situation: a student who diligently completes homework and studies hard but performs poorly. Using this common tale, Oakley et al. show the importance of understanding how brains encode information to explain why some students perform poorly despite their hard work. The chapter introduces a learning process called “active recall,” followed by pedagogical tactics to support active recall within the classroom so students can work hard and smart. Chapter 2 discusses “teaching inclusively” beyond providing diverse representation and accommodations. Oakley et al. introduce the use of working memory to increase inclusivity, arguing that supporting students with both large and limited working memories can ensure the entire class is keeping pace with the lesson. Teaching the diversity of working memories of students within the classroom is posed as a fundamental way of teaching inclusively and is the first of many paradigm shifts that Oakley et al. suggest within pedagogical practice. In chapter 3, Oakley et al. neuro-‘myth bust’ common conceptions of active learning, introducing yet another paradigm shift: active learning requires rest. While rest might seem counterproductive to active learning, letting the mind rest allows for the necessary time needed for the brain to send information from working memory to long-term memory. With chapter 4, the pace of the book changes as readers now have enough background terminology for Oakley et al. to address specific issues, like procrastination. Building on knowledge from previous chapters, they introduce two modes of thinking, “focused mode” and “diffuse mode,” as an explanation for why procrastination can be so detrimental to deep learning. Oakley et al. then pivot in Chapter 5 to summarize how human brains evolved as a means of explaining how direct instruction works. While lecturing is a passive instruction style, “direct instruction embeds active learning throughout the lesson” (Oakley et al., 2021, p. 113). Direct instruction is a key concept that builds on the knowledge of active retrieval from previous chapters and introduces a new understanding of neural learning pathways that teachers can use to support engaged learning. In introducing these final concepts, one of the most exciting arguments of the book is fully revealed: teaching is not simply putting information into students’ brains but is helping students understand how to retrieve this information. This shift from teaching students to retain information to teaching students to learn to retrieve and adapt information is arguably one of the most impactful and persuasive arguments made within Uncommon Teaching. In Chapter 7, there is another marked difference in the flow of the book as the authors move away from the basics of learning science into evidence-based best teaching practices based on previously discussed research. Chapters 7 and 8 discuss the importance of quality collaborative learning and sharing ways of making group work less painful for students and teachers alike (chapter 8 should be required reading for any educator assigning group work and for all group members). Chapter 9 then moves on to discuss best practices in online learning. This chapter is longer than many of the other chapters, but it is packed with detailed, practical guides to delivering synchronous and asynchronous classes. Unlike the strategies in other chapters that apply to all educators, the strategies in this chapter would best suit mature, self-directed learners such as middle school students and older. Finally, the last chapter returns to the K-12 demographic, linking evidence from past chapters to describe best practices for classroom routines, classroom management, designing assessments, and active learning activities.