Rote learning vs learning facts meaningfully

In my last post, I wrote about lessons in which pupils are not thinking about the aims of the lesson. I gave an example of a unit of work I taught when I first began teaching. Obviously this example is anecdotal and doesn’t prove that this is a wider problem.…

Review each lesson plan in terms of what the student is likely to think about

Last week Dan T Willingham was mentioned in the UK media quite a few times. Willingham is a cognitive psychologist at the University of Virginia whose research focuses on the ‘application of cognitive psychology to K-12 education’. Last week, Michael Gove praised Willingham’s work in a speech. The Guardian wrote…

Why you can’t just Google it

In my post here, I talked about the pervasive modern idea that Google renders memory irrelevant, and explained why this idea is false. I want to return to this point here with some further explanations. The best explanation of why you can’t ‘Just Google It’ is by E.D. Hirsch here.…