Understanding emotions, learners and achievement
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
You’d be hard pushed to find a classroom that doesn’t have some kind of display, yet very little is known about their impact on achievement. Recently, however, a few studies have arisen that attempt to establish the extent to which classroom displays can help or hinder learning. Early research has discovered that putting up student’sContinue reading Should You Tear Down Those Classroom Displays?
The belief that people have certain learning styles has been with us for some time now, as has the controversy that surrounds it. However, despite the best efforts of psychologists, neuroscientists, cognitive scientists and education professionals, this myth persist. The theory of learning styles implies that there exist different ways of learning and that individualsContinue reading Why does the learning styles myth persist?
I don’t write much about classroom behaviour, or rather, I don’t write explicitly about classroom behaviour. In fact, this post is more about behaviour in general, with some comments on behaviour in schools, so please don’t assume that I’m setting myself up as a behaviour guru (there are plenty of those already). In fact, I’mContinue reading Why do we break the rules?
Far from being gullible, young children are capable of rejecting claims when they don’t match their experiences, but this doesn’t mean they’re always right. Making the distinction between what is real and what is not seems simple enough although multiple layers of fantasy can quickly complicate things. I, as an adult, no longer believe inContinue reading The Easter Bunny, Santa Claus and Paul McCartney
‘I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. For knowledge is limited, whereas imagination encircles the world’ – Albert Einstein I’ve seen the above quote numerous times, although it’s usually only the Imagination is more important than knowledge bit. It’s a real Einstein quote, unlikeContinue reading Can knowledge get in the way of creativity?
What does binge-watching the latest Netflix addition have to do with teaching and learning? Over the past couple of years, I’ve noticed a curious phenomenon. Initially, I put it down to the inevitable slow decline of my cognitive functions as I age, but being the curious kind of person I am (and not being entirelyContinue reading Netflix, binge-watching & the spacing effect
During the 1960s, Canadian psychologist Allan Paivio made an interesting yet seemingly simple observation; he discovered that people found it easier to remember concrete nouns that can be imagined compared to abstract nouns where images were harder to come by. For example, if I were to present to you a list containing only words likeContinue reading What is Dual-Coding?
