Tags
ADHD adolescence attention book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding education elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math methodology middle school mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Weekly Round-Up: 4 October 2024 | Class Teaching on Piece-by-Piece PowerPoint: Exploring the “Dynamic Drawing Principle”
- How Walking In Nature Can Boost Your Mood And Creativity - Goaskuncle.com on Too Good to Be True? “Even Short Nature Walks Improve...
- Replication Studies: Validating Previous Findings in 2024-2025 - Editverse on Messy Science: How to Prepare Students for the Real World...
- What is a “Growth Mindset”? | Tech, Enterprising Architecture, and Related Topics on The Rise and Fall and Rise of Growth Mindset
- Phenomenological Studies: Exploring Lived Experiences in 2024-2025 on Why We Forget and How to Remember Better by Dr....
ABOUT THE BLOG
Tag Archives: experts and novices
Experts, Expertise, and Teachers (and Students!)
Researchers often focus on experts and expertise. And bloggers like me often follow their leads….
When Prior Knowledge Bites Back: The Dangers of Knowing Too...
In this blog, we typically highlight the benefits of prior knowledge. For example: if a…
How Do Experts Think?
Perhaps you’ve heard the saying: “To a hammer, everything looks like a nail.” It means,…
Balancing Direct Instruction with Project-Based Pedagogies
Tom Sherrington’s essay on direct instruction and project-based pedagogies is now available on his website. And: it prompts important questions about the novice/expert continuum. Continue reading
Do Expert Teachers See More Meaningful Classrooms?
Why do chess experts win more chess matches than novices? This question has a perfectly…
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…
It Ain’t What You Know, It’s…Oh, No, Sorry, It IS...
I sense that the tide is beginning to turn on the knowledge-versus-skills debate, ‘21st Century’…