Uncommon Sense Teaching

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!' :)

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/

There are many aspects of this course that are well-considered. This course is clearly the culmination of exhaustive research, determination and hard work. As a teacher with almost 30 years of experience, there is little I haven't been exposed to regarding teaching and learning. What is so unique about this course is how often it confirms what we have always known is "good teaching." Much of the course backs up "good practice." It is gratifying that so much of what many of us have learned through trial-and-error is (and has been for over 15 years now) being backed up by scientific research.
I have come across so many colleagues who have insisted that "new is true" - that simply because something is novel, it must be cutting-edge and, therefore, worthy of doling out to our students.
What is rarely acknowledged by those helping teachers to teach in how little time teachers have with their students. We have curriculums to get through, schedules to follow and myriad outside agendas to cope with. We learn early that our time with our students is precious, not only because we hold their ability to shape their learning in the palm of our hands, but because we simply are not given the time we've been promised.
This course is filled with practical, time-tested, well-researched insights into strategies that should be at the basis of every teacher's thinking with everything from planning introductory lessons to designing assessments.
One thing experience teaches you is that you never stop learning. I have learned a lot and look forward to enrolling in the next part of this series. An added bonus is that they practice what they preach. The course is designed using the knowledge they have gleaned. Also, the software is well designed, user friendly and the content is downloadable.