Cognitive Science at SMCM

As we embark on a new term filled with opportunities for growth and learning, it is with great excitement that we introduce you to the fascinating world of cognitive sciences and its profound impact on education. Last term, you would have read about our staff embarking on numerous professional development sessions focusing on the "Science of Learning". This term, as we continue on this journey as teachers, we want to use our weekly ‘Learning and Teaching’ newsletter entries for you to join us on this learning journey to understand the research that has proven to unlock the true potential of every child in our care.

Cognitive science, often referred to as the study of the mind and its processes, has led to groundbreaking insights into how we learn, retain information, and apply knowledge. This interdisciplinary field draws upon psychology, neuroscience, linguistics, and computer science, among others, to unravel the mysteries of human cognition. From these endeavours emerges the Science of Learning, a holistic framework for effective teaching and learning practices.

At SMCM, we have developed our own logo, symbolising this progression from Cognitive Science to the Science of Learning. This logo, as you can see above, serves as a visual representation of our commitment to academic excellence and student-centered education. The concentric circles highlight the evolution of our understanding, from the outer layer of Cognitive Science to the inner circle of the Science of Learning, encompassing the related strands of the Science of Reading, Writing, and Mathematics. At the core of it all, we find the image of St. Mary of the Cross MacKillop accompanied by two students. It underscores our unwavering dedication to nurturing the growth and development of each child entrusted to our care.

It's essential to recognise that our journey into the Science of Learning is not solitary but rather part of a global movement toward evidence-based educational practices. Experts around the world are exploring ways to translate the findings from cognitive science research into strategies for classrooms to support our students. As we navigate this terrain together, we do so with optimism and excitement, ready to face all the challenges that lie ahead as we strive for excellence.

Vocabulary Instruction

Throughout Term 1 we have been focussing on evidence-based teaching strategies. We are continually expanding our knowledge on how to use cognitive science research to plan purposeful learning for our students. Our teachers are using Daily Reviews with whiteboards to check for understanding to review concepts taught in literacy and maths each day.

Science of Reading comes under the umbrella of Science of Learning. The Science of Reading is a vast knowledge of evidence that has expanded over 5 decades. Teaching reading consists of six components that are required for students to read proficiently:

Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Oral Language

Under this we are creating a word conscious school. Vocabulary knowledge is one of the key elements for listening and reading comprehension, therefore vocabulary knowledge is critical for success in reading and wider academic achievement. Vocabulary is the key to comprehension. Students need to know 95% of the words they are reading in order to comprehend.

We build the majority of our vocabulary from talking and interacting with others, however after year 3 the majority of our vocabulary is built from what we read.

At SMCM we are teaching vocabulary explicitly in our classes and reviewing vocabulary in Daily Reviews. This term we are starting with a ‘Word of the Week’ where the whole school will learn new words.

Each week in the newsletter we will include a section called ‘Word of the Week’. We encourage you to talk with your children about this word discovery and find opportunities to add this vocabulary into conversations.

“Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words.”

(Pikulski & Templeton, 2004 p. 1)

We look forward to sharing regular updates with the SMCM community throughout the term and providing you with some insights into what is happening inside our classrooms.

Balancing Screen time

We trust that each of you had a wonderful break during the term holidays, filled with a range of activities. Undoubtedly, many of our students relished some additional screen time during this period. As they resume school, readjusting to the structured environment may pose a challenge.

Below we have some valuable advice to assist in this transition:

Set Clear Boundaries: Establishing rules and guidelines for screen use is essential. Designate specific areas for tech usage, like the living room or study, and consider restricting screen time in spaces like bedrooms to promote better sleep and relaxation.
Prioritise Communication: Keep the lines of communication open with your child about screen time. Discuss the purpose and importance of age restrictions for accessing new games or shows, and encourage them to come to you with any questions or concerns they may have.
Strike a Balance: Encourage a healthy balance between screen time and other activities. Set appropriate time limits for tech use and ensure that tasks, such as homework and chores, are completed before engaging with screens. Encourage outdoor play, reading, and creative activities to complement screen time.
Foster Shared Experiences: Look for activities the whole family can enjoy together. Whether it's a movie night, game tournament, or outdoor adventure, finding ways to connect offline strengthens family bonds and models a balanced approach to technology.
Lead by Example: As parents or caregivers, it's essential to lead by example. We can demonstrate responsible screen use, too. Limit your own screen time when appropriate and prioritise quality family time over devices. By modelling the behaviour you want to see, you reinforce the importance of balance for everyone in the family.

For more information, visit the eSafety Commissioner website for further guidance in this specific area.

Rafael

Learning & Teaching and Digital Technologies Leader

Rafael.Fernandez@smcmeppingnth.catholic.edu.au

Allison

Science of Learning and Literacy Leader

Allison.Luff@smcmeppingnth.catholic.edu.au

Sawako & Rachel

Mathematics Leaders

Sawako.Gannon@smcmeppingnth.catholic.edu.au

Rachel.McMurtrie@smcmeppingnth.catholic.edu.au

Child Safety