Learning and Long-term Memory

Most traditional models of memory contain only two stages of memory, short-term and long-term memory. When it comes to learning, I would propose a third type of memory that has a very large capacity but has an intermediate length of time that lasts longer than short-term but could not be considered long-term. I suppose that … Continue reading Learning and Long-term Memory

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Action Research Examined

Action research in education currently makes up the bulk of the published research into instructional strategies evaluating classroom performance. Action research is research that is conducted within a classroom followed by an analysis that is performed comparing the strategies used. Action research forms the foundation of evidence-based practice in the education world today. Action research … Continue reading Action Research Examined

Critical Thinking, Critical Analysis, and Critique – Same or Different?

Unfortunately, for many naïve teachers and students, these three things are thought of as the same thing. They are not. They are two different things (two of these things are closely related – one of these things just doesn’t belong). I can’t tell you how many scholarship applications that I have read from incoming first-year … Continue reading Critical Thinking, Critical Analysis, and Critique – Same or Different?

The Science of Learning – Why I do It

The Science of Learning is the application of the research into how people learn to teach. There are years and years, even more than a century in some cases, of solid empirical research into learning to draw on. The established theory, not hypothetical theory, but empirically established theory, covers a number of areas, including, but … Continue reading The Science of Learning – Why I do It

How We Believe

How do we find out what we believe in, or what are the methods that we have of knowing? According to Peirce (1877), there are four methods of knowing information, method of authority, method of tenacity, a priori method, and the scientific method. I will review each one of them, and consider how they impact our learning and how we can influence them through … Continue reading How We Believe

Tomorrow’s Learning: Business or Education Driven

Traditional higher education institutions are attended by millions of students. The students work hard for a few years and exit with some kind of qualification. For the most part, these institutions rely on traditional teaching methods: 80% straight lectures, 12% enhanced lectures (lectures plus something else like discussions or flipped classrooms etc.), and 8% with … Continue reading Tomorrow’s Learning: Business or Education Driven

The Science (Opinion) of Learning

On a number of occasions, I have written about the scientific principles underlying The Science of Learning. Scientific principles based on decades, stretching to a century and a half, of empirical research. Robust empirical research into how people think, how memory works, what motivates people, how children develop into adults, how the brain processes information; … Continue reading The Science (Opinion) of Learning

The Science (Opinion) of Learning

On a number of occasions, I have written about the scientific principles underlying The Science of Learning. Scientific principles based on decades, stretching to a century and a half, of empirical research. Robust empirical research into how people think, how memory works, what motivates people, how children develop into adults, how the brain processes information; … Continue reading The Science (Opinion) of Learning