When a learner takes in information, the information becomes knowledge. When knowledge becomes embedded in long-term memory, connecting it to knowledge that is already there embeds the knowledge. The knowledge overlays what is already there. This is an efficient and brilliant way to track learning. Memory traces that are already there can be slightly … Continue reading Connections to Long Term Memory
It seems funny that when you ask people or even the great font of all knowledge (Google) what the purpose of learning is, almost all of the respondent’s answer the question with a reference to education. When did learning become all about education? We are born to learn. All of us. Learning is what we … Continue reading Why do we Learn?
In a recent article shared by Heather McGowen, universities were targeted as places where students can’t get proper job training. The highlighted subject was computer sciences, one of the STEM subjects where “preparing students for real-world jobs” is the mantra of the day (decade?). The article talked about how Microsoft, Linux and other (mentions Amazon and … Continue reading What ARE Universities doing with their Students?
The Cognitive domain of Bloom’s Taxonomy has guided educators for more than 50 years and has survived as a useful categorisation of learning (at least in the cognitive domain with which I am most familiar) in spite of the numerous critics. In the original work, the cognitive domain was split into six skills: knowledge, comprehension, … Continue reading Bloomin Skills
Perception and attention are the functions that define sensory input to our conscious processing of the world around us. It is of little wonder low-level attentional processes influence our behavior and learning. One of the fundamental functions of attention is to apprise us of and direct the reaction to danger in the world around us. … Continue reading Teaching, Learning and Attention
Yesterday, I wrote about Action Research so today I am going to write about an alternative, Action Application. Teachers are professionals who teach. I believe that you know if an intervention is successful at helping students with their learning. As a professional, you can judge the real success of a change by the way your … Continue reading Action Application
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
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
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 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