What should teachers understand about memory and learning and how should that shape the classroom?
Just because a catchy educational quote or image makes us feel good (or confirms our already established beliefs) doesn't mean it is based in fact or logic.
Today, on twitter, I found myself reading through a somewhat comical conversation among a few edu-twitterers/teachers/researchers concerning the compiling of education research: Tom Sherrington (@teacherhead) made a comment that these compilations must help because most teachers would not be able to search for this information via researcher’s names. I agreed and commented that most teachers... Continue Reading →
We’re covering developmental psychology in class...you know, from womb to tomb. When introducing the unit, I pose the following questions to the class: What is the best age? When is life at its best? When does one live the “time of their life”? A few students choose years during toddlerhood due to the fact that... Continue Reading →
Teacher A: Tell me about your class. Me: Well, I use mainly direct instruction and really focus on learning strategies to help students retain information. I immediately feel judged. As teaching methods go, I increasingly find myself in the minority. I’m “old-school”. My desks are in rows. For the most part, I lecture. There’s almost... Continue Reading →