Discussing teacher professional development on the Adrian Chiles Show.
Watch / read / listen on BBC Radio 5 Live — Adrian Chiles Show →
The science of learning (part 2)
Following on from “Learning that works (part 1)” which was about what happens in our brains regarding paying attention, this post looks at how we assimilate and associate ideas and form memories. It’s a bit oversimplified, but gives a sense of what’s going on, I hope.
PS As the lovely @Nick_J_Rose has pointed out, I’ve simplified things and somewhat conflated the ideas of ‘chunking’ and ‘schema’ – the former being about working memory and the latter being about long term memory. I’m grateful as ever for his feedback and I’ll try and unpick this in the next blog. You can read more about chunking, schemas and prototypes here.
DISCLAIMER: I’m neither a qualified psychologist nor neuroscientist so please let me know if I’ve made any errors here. I’d be really interested in any feedback that you have – please comment below!
Why “audits” are for teachers too
Feature on CPD audits and TDT’s role in reviewing school professional-development culture.
Learning that works (part 1) – some ideas from psychology
A few basic ideas about helping students (or indeed teachers) learn based on how the mind works.
This is the first of what I expect will be a few posts about learning. I’d love your reflections and ideas, or indeed any criticisms – I’m always keen to learn!