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Cognition

Sequence matters! Retrieval practice before generative learning is more effective than the reverse order

Sequence matters! Retrieval practice before generative learning is more effective than the reverse order In a recent article in Learning and Instruction, Julian Roelle, Linda Froese, Rebecca Krebs, Niklas Obergassel, and Julia Waldeyer published an article discussing the effects of sequencing retrieval practice and generative learning. In other words, does it matter if, after reading …

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Retrieval Practice and Processing Load

Retrieval Practice and Processing Load We all know by now (I hope) that for real learning, retrieval practice trumps just about all other learning and study strategies. But how does this affect processing load? The Learning Scientists recently published a blog about a piece of research on this topic. Megan Sumeracki writes: If you read …

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THE BIG REVEAL: Showing Students How Metacognition Works

THE BIG REVEAL: Showing Students How Metacognition Works Tricia Taylor wrote this blog is based on her book called Connect the Dots: The Collective Power of Relationships, Memory and Mindset in the classroom. THE EXPERT IN YOU When I talk to adults about metacognition, I begin with a broken vacuum cleaner (a picture of it, …

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Paper beats pixels on most picture books

Paper beats pixels on most picture books I’ve written a few blogs about the difference between reading from paper and reading digitally. In this one, the conclusion was that “multiple studies clearly show that our brains process and store ‘offline’ information better than digital information. In other words, when you need to learn something, it’s …

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Organising Knowledge: Ausubel’s Advance organisers

Here’s a really clear and useful blog by David Rodger-Goodwin on David Ausubel’s Advance Organisers. The Situation – Expert teachers create and maintain, almost automatically, complex networks that link concepts, ideas and facts within their domain which students don’t have. The Solution – Popularised by the psychologist David Ausubel (1968), advance organisers provide the conceptual framework for …

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Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation

You’ve often heard from me about the problem that I have with using both self-report as a measure when doing research as well as using teacher-report as a measure. My reasons are simple, namely that such reports are subjective and not objective and that they are usually neither valid nor reliable. These two problems are …

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