Last week, I gave a talk at researchED Math & Science at Oxford University. I have never been to a conference where the attendees seemed so genuinely excited! The place was buzzing as we prepared for the opening speech. ...
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Last week, I gave a talk at researchED Math & Science at Oxford University. I have never been to a conference where the attendees seemed so genuinely excited! The place was buzzing as we prepared for the opening speech. ...
Last week, we talked about near transfer. This week, we’re going to talk about…slightly-further-away transfer. Obviously, no-one actually calls it that; in the study that we describe, it was referred to as “far” transfer. However, there is no consensus on what ...
One of the critiques that we receive as cognitive psychologists is that testing encourages rote memorization, which is not the goal of most educators. We understand the critique; our goal is rarely to simply transmit raw facts to our students. Instead, ...
A couple of weeks ago, we came out with a set of 5 study tips for students, which were then picked up by TES and the new TES-USA. Many teachers – and hopefully some students! – read them and told us that they found them to be useful. Presumably, they ...
Earlier this week, we put together a digest of resources for teachers on how to provide good quality writing feedback. But feedback is pointless if students don’t actually use it to improve their work! As a student, you may think that “feedback” only comes ...
As you already know if you’ve been reading our blog, quizzing in the classroom helps students learn. For this reason, we have talked a fair amount about giving students frequent quizzes during class in previous blog posts. We discussed how to make quizzing fun ...