Teaching with learning in mind
Explore the science of learning and implication to teaching and learning
How cognitive science and good old pedagogy help us crack the "GenAI in education" challenge?
Recorded conversations with great minds on cognitive science and education.
How the field has matured to include evidence from not only the cognitive sciences, but motivation, meta-cognition, and habit formation, and how we can put the evidence together in a meaningful and functional way.
How knowledge is stored in the brain and changes over time? Exploring the functions and interactions long-term memory, and working memory and laying the foundation for further explorations of effective learning strategies.
The model and its features, in pictures. Including a comparison with the SOLO taxonomy.
How the pyramid model was born? what is it good for? and three short animated videos that highlight important pedagogical considerations.
A pyramids model for building knowledge, through making meaning. What is needed to acquire higher levels of understanding and ability? Explore this illustration-based page.
What is understanding from a "learning brain" point of view?
Visual models will help us analyze the abstract concept of 'understanding' and to explore its components. What can be applied in the classroom? and how can we help students when they don't understand?
Can we define meaning operationally? and what are the implications for the key role of meaning-making in every stage of learning?
What is the role of prediction in updating existing memories with new information? what is the evidence and what are the possible implications?
A ResearchEd talk turned into blog, explores the research behind prediction and its applications to the classroom.
What is the difference between consolidation and reconsolidation? what are the evidence in humans and the possible implications to educations?
What is the crucial difference between 'learning to the test' and 'learning for long-term retention'?
A review of a research paper by Rawson, Dunlosky, Sciartelli (2013) with implication for field-research and classroom practice.
The benefits of practicing by using retrieval, the barriers too.
Key points to consider , and practical examples from teachers that apply.
An experiment in cognitive psychology taken into the classroom for educational purposes.