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- Andrew Watson on Have I Been Spectacularly Wrong for Years? Part 1
- Cher Chong on Have I Been Spectacularly Wrong for Years? Part 1
- Andrew Watson on Practical Advice for Students: How to Make Good Flashcards
- Beth Hawks on Practical Advice for Students: How to Make Good Flashcards
- Max on ChatGPT and Beyond: The Best Online Resources for Evaluating Research Claims
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Tag Archives: constructivism/direct instruction
Translating Research to the Classroom: the Case of Discovery Learning
Here at Learning and the Brain, we want teachers and students to benefit from research. Obviously. When psychologists discover important findings about the mind, when neuroscientists investigate the function of the brain, schools might well benefit. Let’s start making connections!
Does Higher Engagement Promote Learning?
Long-time readers know: I thoroughly enjoy research that challenges my beliefs. After all, I (probably) have lots to learn when a study makes me think anew. In this case — even better! — I’ve found a study that (I suspect)
The Benefits of Direct Instruction: Balancing Theory with Practice
When teachers hear that “research shows we should do X,” we have at least two broad questions: First Question: what’s the research? Second Question: what EXACTLY does X look like in the classroom? People who have the expertise to answer
Pure Inquiry, Guided Inquiry, and PISA
A recent study looking at PISA data gives a fresh perspective on the Inquiry Learning debate. Continue reading
Today’s Humble Pie: 206 Bones
I was wrong. Somewhere, teachers really do write down long lists of words to be copied. Trust me: that’s not what “direct instruction means.” At all. Continue reading
Can a Neuromyth Result in a Truce?
Tom Sherrington wants to call a truce between PBL advocates and those championing direct instruction. In a recent essay, he presents the terms of the cease fire. Continue reading
Inquiry- and Problem-Based Pedagogy: Dramatic Results in South America (?)
This study conclusively shows that good teaching is more effective than bad teaching. Continue reading