Curriculum and assessments leaders recommend beginning lesson and curriculum plans with a list of learning outcomes. What knowledge will students develop and what skills will students develop during the lesson or the unit. Many also advocate for clear and measurable outcome to be articulated. It is reasoned without these, the data deemed necessary for making Read More
Educators have preferences for how they teach. Some argue these arise from the structure of the subject they teach. While that is an important consideration, it is also true that some of that structure is imposed by tradition in the fields and the teachers’ preference for the methods they experienced. Regardless of the age of Read More
Some scaffolds are introduced to share the cognitive load or to draw attention to specific aspects of the work. Reiser & Tabak (2014) suggest scaffolding can be introduced to facilitate thinking in several ways. Especially when dealing with complex situations early in their studies, students may focus on irrelevant aspects of the problem or they Read More
For several decades, cognitive scientists and anthropologists have been studying two opposing hypotheses to explain of the anatomical and behavioral differences between the brains of humans and the brains of other primates. According the social brain hypothesis, social factors are the primary force driving the development of the human brain; according to the ecological brain Read More
On occasion, one finds a piece of writing that brings captures and consolidates their thinking about important ideas. This post shares such a discovery for me. The concept of design has captured my attention in recent years. Specifically, I have come to understand that planning is an inadequate approach finding solutions—effective solutions—to most problem we Read More
As learners become more skilled at observation, they become more capable of perceiving and interpreting important aspects of situations. When presented with a new situation, strong perceptual learners are able to understand it by attending to important and relevant elements. Those who have more deeply developed perceptual learning will be able to identify relevant patterns Read More
It is assumed the instructional methods are known to result in the intended lessons being learned. We have all seen many teachers act with authority in the front of a classroom (or a clinic or a laboratory or shop or another place where school happens) and tell students what and how to learn the curriculum. Read More
In manufacturing, the expected performance of the product is well-defined; we know how to measure performance and our methods can usually be tested. We build prototype systems, compare the outcomes with the standards, then discard those systems that don’t work. The prototyping and testing can be done in highly-controlled circumstances as well. Further, manufacturers who Read More
One of the discoveries of the cognitive and learning sciences with the greatest implications for teaching is that students cannot learn passively. While lecture, readings, and similar tasks do still have a role in classrooms, effective teachers include a range of task that lead to active cognitive engagement. These tend to find students discussing, asking Read More
Learning scientists have identified several strategies whereby individuals can improve their memories, however. While these can be used effectively when adopting a content-only approach to teaching, they can also be incorporated in other ways. For example, faculty can recommend students use these outside of class in homework situations and design activities that facilitate these; this Read More