Understanding emotions, learners and achievement
I don’t listen to as many podcasts as I would like to, so I asked people on Twitter to recommend some. Here’s a list of some of my favourites and suggestions from the Twittersphere, in no particular order. PsychCrunch The podcast of the British Psychological Society’s Research Digest. This is the place to start ifContinue reading 10 Podcasts to Educate & Entertain
When we discuss memory, particularly in the context of learning, we usually refer to psychological models, such as the Working Memory Model of Baddeley and Hitch or the earlier Multi-store Model of Atkinson and Shiffrin. At a push we may refer to Cowan’s Embedded Process Theory or discuss working memory from within models of instructionalContinue reading Memory: A Curious Journey
There’s something that’s been bothering me for little while now. It’s been around seven or eight since I started writing about academic buoyancy (if you’re curious you can read my 2015 Psychologist article here) and I’ve said quite a bit about the 5Cs – the qualities that seem to be more prevalent in students whoContinue reading Academic Buoyancy: Is there something missing?
I’ve added eBooks to the resources page. Resources are free but I’d really appreciate a mention if you use them – many of them take quite a long time to compile and it’s always great to know that people are finding them useful. All I really ask is that you don’t sell them. It’s REALLYContinue reading Resources & Ebooks
[Originally published in The Psychologist] Powering Up Children: The Learning Power Approach to Primary Teaching. Guy Claxton and Becky Carlzon, Crown House Publishing 2019 £16.99 Powering Up Children represents the latest addition to Claxton’s highly successful Learning Power Approach, a set of strategies and metacognitive skills that aim to empower learners to become more confidentContinue reading Book Review: Powering up Children
The production effect states that when we read aloud, our memory of the information is stronger than if we read silently to ourselves. Yet this behaviour is often viewed with disdain, especially in older students. When we first learn to read we read out loud, perhaps to a teacher or a parent. Once we becomeContinue reading Why reading aloud leads to better recall
Chunking describes the process by which individual pieces of information are broken down and grouped together. The process is said to make the recall of information easier because it helps to bypass the inherent limitations of working memory. However, chunking also relies heavily upon long-term memory. Chunking is, therefore, related to another aspect of memoryContinue reading When is a chunk not a chunk?
The Generation Effect The generation effect refers to the long-term benefit of generating an answer, solution or procedure versus the relatively poor retention seen in being presented with it. The retrieval of learned information, therefore, is a more effective strategy than, say, re-reading the material because of the cognitive effort required. One study, for example,Continue reading 5 Cognitive Effects
No, you can’t become an expert after 10,000 hours of practice Often, as children, we are encouraged to believe that if we work hard then we’ll succeed. In reality, this isn’t always the case, yet effort is a major factor in how well we do in the tasks we choose or are given. We can’tContinue reading The Myth of 10,000 hours
(But not too difficult) Whichever definition of learning we choose to adopt, the one thing they all have in common is the notion that it involves a relatively permanent change. Robert Gagné, for example, defines learning as ‘a change in human disposition or capability that persists over a period of time and is not simplyContinue reading Why Learning Should Be Difficult
