After reading ‘Retrieval-based learning and prior knowledge,’ Buchin and Mulligan (2022) yesterday, Dr Buchin then shared “The Testing Effect Under Divided Attention: Educational Application.” I am acutely aware of the importance of both prior knowledge and attention and keen to learn more about the mechanics of gaining, directing and maintaining pupils’ attention – particular with reference to test-enhanced learning and retrieval practice.
Attention
The gateway between information and learning is a very broad arena: gaining it (selection), maintaining it (what happens to the selected attention – modulation), and knowing if we still hold our pupils attention (vigilance), demands on attention and links with cognitive load (capacity), the costs of disrupting it, and restarting it, (I have encountered and discussed reducing mind wandering and discuss professional work efficiency), switching it, managing class disruptions and interruptions, the benefits of routines and preserving through the ‘valley of disappointment,’ (Clear, 2018: 20) and the impact of media multitasking.
The research indicates that media multitasking interferes with attention and working memory, negatively affecting GPA, test performance, recall, reading comprehension, note-taking, self-regulation, and efficiency. These effects have been demonstrated during in- class activities (largely lectures) and while students are studying. In addition, students struggle to accurately assess the impact media multitasking will have on their academic performance.
May and Elder (2018)
Hence the analogy of a spotlight is often applied to explaining attention in the classroom.
Imagine a spotlight on a large stage that represents your attention. Not everything on the crowded stage can fit within your spotlight of attention at all times, so some selection must be made for what is most important. If we move beyond simply asking whether that spotlight is turned on or turned off, we can start to think about what that spotlight is focused on at a given moment and ask questions about how the spotlight came to be focused where it is. In fact, the possibility still remains open that the spotlight never really “turns off” anyway; our attention is always somewhere, though it may not always be on the text we are staring at.
Keller et al (2020)
From analogy to research
Researchers are prone to categorising attention, offering taxonomies, and if you can’t beat them, join them. Keller et al. (2020: 3) offer a two dimensional “attention in the classroom” model on internal/external attention and on-topic/off-topic attention.
External – selection and modulation of sensory information. Boosting signals representing relevant information and suppressing signals representing irrelevant information.
Internal – selection and modulation of internally generated information, such as the contents of memory. Processing information even in the absence of sensory stimuli.
On-topic – What most teachers would refer to as “paying-attention.” Using thinking time productively. Additionally, on-topic internal attention includes the opportunity to employ metacognitive strategies.
Off-topic – The impact of external stimuli on attention, the interplay of our focus and concentration with an awareness of our environment (a particular impediment within school classrooms) and internal, off-topic mind wandering.
From theory to practice
How teachers leverage these attention insights is well beyond this post. However, in the past three years, teaching with test-enhanced learning, I know that I now teach less, and expect to reteach content more regularly, I invest in teaching routines and with regards to attention I explicitly:
- Call for pupils’ full attention: “attention is everything”
- Direct attention and redirect attention – this direction is often accompanied by a physical signposting prompt
- Check instructions given, can be paraphrased back and understood
- Direct or signpost attention – listen for, look for, notice when…
- Call for pupils to manage distractions – “direct your attention here / this task / this image / sentence / part of the board / clip”
- Use test-enhanced learning quizzing routines to reduce instructional load and pre-prepared questions to reduce my professional cognitive load – to be more vigilant in class
- Increased independent SLOP time (Shed loads of practice)
- Moved to ‘silent working’ when draft and editing as well as assessment work
- Use read out loud strategies to counteract familiarity effect in proofreading
A growing awareness of cognitive architecture, the importance of attention and efficiencies afforded by routines has evolved my practice. Which long winded introduction leads me to Buchin and Mulligan (2019).
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