Learning and our emotions infographic
COMING UP: 09:00 TUESDAY 20 APRIL Heather Peshak George will explore what research says about the strategies, practices and approaches to classroom and behaviour management that promote positive and productive learning environments
How the process of learning occurs in the brain and the relationship between memory, understanding and knowledge
The key features of long-term and working memory and how they work together as part of the learning process.
Retrieval practice is a learning strategy designed to promote consolidation of knowledge through recall over time.
Spaced or distributed practice is a pedagogical strategy based on cognitive principles of memory formation.
Benjamin Riley, the founder of Deans for Impact, explores how teachers can design learning experiences for students rooted in scientific insight
What teachers need to know about how we learn and what it means for their practice
Dr Jared Cooney Horvath explores how humans take in, embody, and utilize new information and ideas
Exploring some common misconceptions about cognitive perspectives of learning and associated pedagogical practices
Patrice Bain shares the valuable experience she has gained from working with cognitive scientists over the past fifteen years
A guide to help teachers support their students to develop good study habits, use effective learning strategies, and stay motivated while working independently.
Memory and memorisation get rather a bad rap in education. Memorisation frequently is associated with rote learning, students passively listening to lectures, and generally dull and uninspiring lessons. It further often is positioned as the bane of creativity, critical thinking, inquiry, and agentic behaviour. However, misconceptions about the role...
Associate Professor Matt McCrudden of Penn State University talks to Dr Nina Hood about his research into the science of learning and how teachers can apply the principles of learning science in their classrooms
Can focusing too intently on only one area of research unintentionally limit the richness of one's teaching practice?