Introducing the Cone of Learning

Dr. Willingham, affectionately known as Daniel, introduced me to the Cone of Learning through his book, Why Don’t Students Like School? Drawing from Dr. Edgar Dale's foundational work, he explains how the Cone illustrates our ability to remember information presented in various formats. Research indicates that we retain less than 10% of what we hear, which is particularly alarming in higher education where traditional lectures dominate.

For students with ADHD, like myself, the actual retention rate is likely even lower. It's no surprise that educators often feel frustrated when their classes seem unable to recall any of the lessons after extensive verbal instruction. As the well-known adage goes, “The teacher has not taught until the student has learned.”

The Science of Learning, with Dr. Jared Cooney Horvath discusses how cognitive science can enhance our understanding of effective teaching methods.

Telling Isn’t Teaching

If our memory for verbal information is so limited, what about other common teaching methods? The findings regarding one popular technique may be disappointing for many students, particularly girls. This isn’t a simplification or stereotype—let me explain.

If you've spent enough time in education, you could likely identify a student's gender just by examining their notes. Typically, girls will have meticulously organized, calligraphy-style notes, while boys might not. Unfortunately, this method of copying and highlighting is passive and unproductive. Willingham's research suggests we remember best what we truly understand. As he states, “Remembering things is all about cues to memory.”

Show AND Tell?

One of my favorite physical educators introduced me to a method that addresses auditory, visual, and kinesthetic learners. Although the theory that students learn better when taught in their preferred learning styles has been debunked, the mantra “walk it, talk it, chalk it” remains a useful approach.

This method involves physically demonstrating a concept, verbally explaining it, and providing a written version. While this may sound labor-intensive, if done correctly, it can be streamlined. According to the Cone of Learning, students remember 10% of what they read, 30% of what they see, and a remarkable 75% of what they practice.

Think — Pair — Share: My Controversial View

“The test of a first-rate intelligence is the ability to hold two opposing ideas in mind at the same time,” said Scott Fitzgerald. If I reject teaching methods with weak evidence yet ignore those that are more robust, would I be a hypocrite? Willingham claims that students remember 50% of what they discuss, yet I question the quality of those discussions.

As a teacher grappling with imposter syndrome, I admit my struggles with facilitating effective peer-to-peer discussions. While students can often teach each other effectively, it doesn’t always mean they want to or engage meaningfully.

THE GHOST IN THE MACHINE explores the complexities of learning and teaching dynamics in education.

Task — Ask — Tell

“Walk it, talk it, chalk it” has stuck with me since I first heard it, but I needed to revisit Willingham's findings to recall the retention statistics. My preferred method is “task-ask-tell.” Instead of merely instructing students, engage them in tasks that require active participation. For instance, having students physically demonstrate how to achieve a layup is far more engaging than simply explaining it.

After providing the essential tools, it’s crucial to step back and let students apply what they’ve learned. Movement is something students need more of in today’s educational environment. While questioning and instruction have their roles, ultimately, students must be allowed to practice and explore on their own.