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Tag Archives: constructivism/direct instruction
The Best Way to Teach: When Clarity Leads to Muddle
Most teachers want to be better teachers. You’re probably reading this blog for research-based guidance on…
Constructivism, or Constructivism, Part II
Last week, I wrote about the often-testy debates that surround “constructivism.” One possible cause for…
Constructivism, or Constructivism? Part I
If you want to launch a feisty debate in your next faculty meeting, stand up…
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….
Does Higher Engagement Promote Learning?
Long-time readers know: I thoroughly enjoy research that challenges my beliefs. After all, I (probably)…
The Benefits of Direct Instruction: Balancing Theory with Practice
When teachers hear that “research shows we should do X,” we have at least two…
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