Uncommon Sense Teaching

An uncommonly surprising engineering perspective on learning

Of most of the devices we use, we have a pretty good view of what is at the heart of their functioning. Cars have combustion or electrical engines, computers have chips and a CPU, our heating system burns fuel. We even use our own body as a metaphor. But what about our brain’s learning system? Remember the movie ‘Memento’, where this guy uses his skin as a long term memory? (Or any other movie about a person having amnesia, like 50 First Dates or Dory in Finding Nemo) The amnesia is explained by a problem with working- or short-term memory.. well, actually, it is not.

The working memory is doing fine. The transfer to long term memory is the problem, probably because of a damaged hippocampus. And if you know where the problem is, it is pretty unrealistic that tattoos are going to help. Wrong but strong. Why? Because we do not know how memory or learning works.. and that would be ok, if we were not involved in learning at all. But we are.. actually, all of us..

Enter ’Uncommon Sense Teaching’. An uncommonly interesting course for teachers, looking at the inside of learning. Great explanations, solid universal insights, presented in a fun way. Not only interesting for teachers but also for people that want to have more insight in their learning process. A strong follow-up on ‘Learning How to Learn’. And this is only part 1.

And the timing is perfect. In these uncertain times, teachers are slowly turning back to the new normal, to the regular classrooms, if possible. Some have enriched themselves with online teaching experience, others with a few online deceptions, most with a foggy mind and tired of the constant uncertainty and fear of what the next year will bring. All are looking forward to a bit of guidance.

Before I dived in the course, I was afraid that this course was just the mirror image of ‘Learning How to Learn’, the same thing but from a teacher perspective. But this is a much richer course and with an even stronger basis.

The previous courses of Barbara Oakley and Terrence Sejnowski focused on learning and creating (career) breakthroughs from the learner perspective. Here, Barbara Oakley applied her magic formula again: do the research, write a book*, and condense it further in an interactive MOOC. She does not shy away from compressing her message and showing the gist of her teaching experience. Her message is reinforced by her knowledgable side-kick and expert in both neurology and artificial intelligence**, Terrence Sejnowski. And she has also the energetic help from education expert Beth Rogowsky. This small team brings every single insight with nice and well-thought metaphors supporting the learning process and experience. A perfect 'practice what you preach'. “Learn it, link it, let's do it."

Most of the insights are based on neurology. They explain learning from a deeply cognitive perspective. This is in sharp contrast with the first wave of neurological insights to explain education, where a lot of over-optimistic claims were made. In this second wave, Barbara Oakley and her team make it up with super clear explanations what these neurological insights do for you as a teacher. More intermediate and complex behaviour like motivation, organization of knowledge, course climate, etc. (like in the book How Learning Works**) are not discussed in-depth. This relieves the team from the burden of contextualizing their claims and allow them to dive deep at strong causal relationships in the learning process. And this reveals the true engineering perspective.

The uncommon Sense Teaching also reminds me of the (More) Urban Myths books about learning and education books of Casper D. Hulshof, Pedro De Bruyckere, and Paul Kirschner. Barbara Oakley and her team tick similar boxes, but also add a few more. They really make the ‘mechanics of learning’ visible, tangible, and understandable.

The humor is sometimes a bit corny, but very authentic, and, therefore, enjoyable. That makes it a pleasure to watch and absorb the information almost instantly, retain it for a long time, and apply it to my work.

And it is necessary. How can we teach, without knowing how learning works?

Looking forward to the next episodes of this specialization, where the social aspect is deepened further!

*Uncommon Sense Teaching, Practical Insights in Brain Science to Help Students Learn, Barbara Oakley, Beth Rogowski, Terrence Sejnowski, 2021
**The Deep Learning Revolution, Terrence J. Sejnowski, 2019
***How Learning Works: Seven Research-Based Principles from Smart Teaching.

A more personalized view on my LinkedIn article: https://www.linkedin.com/pulse/uncommonly-surprising-engineering-perspective-martijn-klabbers/

A very thoughtfully created class for teachers and learners alike, by three wonderful educators --- a teacher, a neuroscientist, and an engineer! Each brought their own unique expertise and experience in teaching this class.

I first took this class when it was released in 2021, and then, I got the opportunity to join and learn again, with the Class Central cohort in 2022 once again. The class central cohort was led by the world-class teacher, Barbra Oakley --- who taught the most popular class 'Learning How to Learn. It was a real treat for all learners of this very popular cohort.

I have enjoyed learning the material covered in this class and have experienced the joy of social learning with the class central cohort. I look forward to the next class in this specialization on Coursera, with the same team of instructors.

I will always remember ---' Learn it, Link it, let's do it!' :)

This course is beneficial for us both as learners and teachers. Being a teacher implies continuous learning so we should understand the essence of the process and get to know modern findings especially in the sphere of neuropsychology because we realise that learning processes occur in our brain. What is more important for us as educators is how to teach students more effectively; and here tips and tricks related to the ways students' brains grapple with information come really in handy.
The course is designed according to the ideas and methods being advocated and, expectedly for some (perhaps, unexpectedly for others), it works. Every week is full of useful as well as thought-provoking information which is presented clearly, methodically and with expertise.
I would definitely advise this course for teachers and professors specially in view of the approaching academic year to adjust and enhance our teaching methods or change something completely. Many thanks to Beth Rogowsky, Barb Oakley and Terry Sejnowski for their work, knowledge, support, encouragement, professional approach to the discussed material, enthusiasm and personal charisma.
Svetlana Gordovaia, a teacher of English, Russia

PS A little disappointment was to see a Ukrainian flag in one of the videos of Week 1 with a Russian monument and an administrative building of Russia in the background. It may only be compared to a picture when a flag of any country (France, Italy, Mexico, Iraq, or any other) is flying over the Capitol or another administrative building of the USA. I suppose it did not mean to be provocative as I do hope you acknowledge that there may be a difference of opinion.

Great course! The instructors take you through the fundamental neuroscience of how learning occurs in the human brain with neurons, dendrites axons and synapses, and then on to understanding procrastination and how to teach students to over come it, the importance of practice, and finally which teaching methods have been studied and proven to be the best at increasing students learning as well as self esteem in learning. Spoiler - it's the Direct Instruction method. They explain very well the reason this type of instruction is so valuable. All through the course, instructors use colorful and simple imagery, metaphors and analogy, and personal anecdotes from their own personal experience in learning and teaching.
My only criticism, is that the anecdotes take up a fair amount time, while some of the critical key points are mentioned very briefly, and a student may have to pause to take a note to catch it.

The pacing, clear and explicit explanations of complex information, visuals and graphics, hearing from three different presenters (vocal variety) helped with focus, frequent short assessments and final quizzes increased accountability and self-assessment of learning, use of real-life examples and stories made concepts comprehensible and relatable, articles/resources, and the discussion forum ALL made learning, understanding and incorporating the information into practice (Learn it, Link it, Let's do it) an invaluable course that should be taken by all educators and parents. I will strongly recommend this course to my colleagues because I'm do not think credential courses adequately provide a link between the role of the brain and how children learn.

While the case for Direct Instruction was made clear, I still need more information or current examples of what DI looks like in practice. As an elementary age student, I believe direct instruction (maybe wasn't Direct Instruction) severely hindered my understanding of mathematics and my ability to solve problems in context. I simply followed procedures, each step as modeled by the teacher, but it was not until I was an adult that I truly conceptually understood place value, regrouping, and other procedural operations (division, multiplication, etc). Furthermore, I still make myself take courses to increase my understanding of fractions and to master problem solving. I simply followed instructions and in all fairness, what may have been missing is more scaffolding and more opportunities to work with my peers.

I reviewed one of the articles that included an example of DI and I felt so disheartened because it was the way I remember "see this, say this, write this"..similar to the way I was taught.