Tag Archives: constructivism/direct instruction

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Constructivism, or Constructivism, Part II

Last week, I wrote about the often-testy debates that surround “constructivism.” One possible cause for…



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Constructivism, or Constructivism? Part I

If you want to launch a feisty debate in your next faculty meeting, stand up…



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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….



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Does Higher Engagement Promote Learning?

Long-time readers know: I thoroughly enjoy research that challenges my beliefs. After all, I (probably)…



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The Benefits of Direct Instruction: Balancing Theory with Practice

When teachers hear that “research shows we should do X,” we have at least two…



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Pure Inquiry, Guided Inquiry, and PISA

A recent study looking at PISA data gives a fresh perspective on the Inquiry Learning debate. Continue reading



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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



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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



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