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- ANDREW WATSON on Let’s Get Practical: More Flashcards Are Better
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- Shelley on Chronotype Influences Grades. Owls Are Sad…
- Rose on Meta-Learning: The Importance of Thinking about Thinking
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Crucial in the Classroom: Distinguishing between Experts & Novices
Novices & experts think differently. Teachers should not treat novices like experts, but should help them become experts. To do so, we need to think realistically about the limits of novice cognition. Continue reading
Beware: Too Much Structure Hinders Creativity (for Experts)
Research shows that too much structure hinders creativity, whereas less-structured information allows more imaginative flexibility. Nonetheless, beginners do need structure to learn new skills. Continue reading
Interrupting Skilled Students
Here’s a sentence that won’t surprise you: practice typically makes us more skilled at the activity we’re practicing. Here’s a sentence that might surprise you: practice makes us more vulnerable to mistakes after an interruption. So, for example, if my
It Ain’t What You Know, It’s…Oh, No, Sorry, It IS What You Know
I sense that the tide is beginning to turn on the knowledge-versus-skills debate, ‘21st Century’ or otherwise. There is an increasingly confident voice shouting a phrase that teachers have shouted for the few thousands of years that there have been