Since the mid-1950s, cognitive science has sought to understand how the human brain acquires, uses, and transmits knowledge. Stanislas Dehaene, professor at the Collège de France, is a prominent representative of this discipline.
As a cognitive psychologist and neuroscientist, he has highlighted the main contributors to successful learning, which are attention, active engagement, feedback, and consolidation. He refers to these four fundamental elements as the “four pillars of learning”.
Key Takeaways
- The 4 pillars of learning, formalised by Stanislas Dehaene, describe the conditions that make learning effective and lasting.
- Attention, active engagement, feedback and consolidation: the four pillars are complementary, none is sufficient on its own.
- Their practical applications are numerous: capturing attention, making learners active, providing rapid feedback, and consolidating through spaced repetition.
- These four pillars apply in education and professional training alike, including large groups and hybrid settings. Wooclap makes them easier to implement.
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The first pillar: Attention
One can’t learn without paying attention to what must be learned. According to Dehaene, this is the first condition for successful learning. In practice, that means a teacher must first draw the students’ attention, by quizzing them or adjusting the tone of their voice.
That is not all, though: it is also important to highlight what students must pay attention to, by prioritising or repeating the most important information. Attention is selective, after all: it acts as a filter which catches some bits of information and lets others slip through.
Not convinced? Take the following selective attention tests by counting the number of passes made by basketball players in this video and deducing who committed murder in this case.
👉 In practice. Announce what the session is about, highlight what matters. Vary your tone, pace and visuals to prevent attention from drifting, and don't overload. A quick poll or opening question gets everyone focused from the start.
The second pillar: Active engagement
If one wants to remember new information, passively listening to the teacher is insufficient. It's better to ask oneself questions, speculate about potential hypotheses, or perform experiments to fully understand what one is learning. According to Stanislas Dehaene, nothing implants new knowledge in one's brain and memory better than that intellectual struggle. This is the foundation of active learning, where students engage with content rather than simply receive it.
👉 In practice. Get learners to participate rather than just listen, through questioning, prediction, and above all active recall (retrieving from memory before reviewing the content). A multiple choice question mid-session, a vote, or a brainstorming activity turns a passive audience into active participants.
The third pillar: Feedback
Who said one shouldn’t make mistakes? Certainly not Stanislas Dehaene! On the contrary, he believes making errors can be beneficial - if one understands what caused them. This is why feedback is important: it allows the learner to move past the mistake and correct it, provided they feel confident and encouraged rather than criticised and mocked.
Though this is not a new discovery, professor Dehaene sheds light on the process that takes place inside the brain: the learner makes a prediction, the error causes a discrepancy between that prediction and reality, which leads them to make a new prediction. These successive adjustments favour learning.
For trainers, test this template to ensure that your feedback at the end of the training is as effective as possible:
End of training feedback
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👉 In practice. Give immediate, visible feedback after every quiz or activity. Make sure it explains why the answer was wrong, and create an environment where students feel safe to make mistakes. Formative assessments with instant correction work best: learners fix their thinking on the spot, without waiting for a final evaluation.
The fourth pillar: consolidation
Memorising new information or acquiring new skills is merely the first step: that knowledge must be consolidated if it is to be durable and used automatically, almost unconsciously.
Whether learning how to count, how to read fluently, or how to drive a car, the brain must repeat the mechanisms which govern that learning many times, until it is truly mastered. Professor Dehaene also notes that sleep plays an essential part in this process.
Over time, the effort fades and transforms into routine, which frees up space in the brain to learn and do new things!
👉 In practice. Space out your review rather than cramming.Revisit key concepts regularly, and use short review quizzes or microlearning to gradually make it stick.
To know more about this topic:Â
Find Stanislas Dehaene's talks on the fundamentals of learning at the Collège de France. You can read more on his publications and lectures on cognitive science and education.
