This is one of these texts that I wish I had known earlier: to give to students to help them understand their learning, but also to teachers as a super easy introduction to how to think about difficulties in learning: “Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance […]
The STEM Education Research Centre at the University of Bergen had a really interesting presentation today (and the sketchy internet connection was more than made up for by all the kind people in the room that started streaming it from different angles!): Louis Deslauriers on “The Illusion of Learning, What to Do About It, and […]
We like to get into the flow when practicing something, and we like to have our students concentrate on one particular type of problem at a time until they have mastered it, before moving on to the next. But is that really the best way of learning? Spoiler alert: It is not! In a 2014 […]
I’m currently advising a team of teachers who have taken great care to make sure they all use the same representations of a problem. They use the same symbols, have agreed on what kind of diagrams they use, even sketch the problems using the same blue print. They are pretty proud that they have gone […]
Initial harder learning might make for better longterm retrieval. A lot of the discussions at my university on how to improve learning focus on how to make it easier for students to learn. That never sat quite right with me without me really having a solid basis for that feeling, so today I want to share […]
