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- No, don’t forget everything we know about memory
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- Lesson observations: Would picking a top set get you a better grading?
- Attachment Theory: Why teachers shouldn’t get too excited about it.
- Germane load: The right kind of mental effort?
- Goodbye Mr Chips: can research tell teachers how to teach?
- Psychology of behaviour management (part 3)
- The psychology of behaviour management (part 2)
- The psychology of behaviour management (part 1)
- The ‘artificial science’ of teaching: System vs Individual competence
- The ‘artificiality’ of teaching
Category Archives: Psychology for teachers
No, don’t forget everything we know about memory
With a renewed interest in cognitive science within teaching, are we in risk of “conflating hypothetical models with proven neuroscience since accepted facts can quickly become ‘neuro-myths’ when new research contradicts popular theories” as Ellie Mulcahy warns in “Forgetting everything we know … Continue reading
Posted in Psychology for teachers Tagged Bad education, Learning, Neuroscience, Retrieval practice, Science, Working memory 4 Comments
Germane load: The right kind of mental effort?
Despite our vast capacity to hold information in long term memory; our working memory is extremely limited and becomes overloaded very easily. Greater insight into these problems and some practical ideas about what to do about them comes from the … Continue reading
Posted in Psychology for teachers Tagged Bjork, Cognitive load, Craik, Levels of processing, Sweller 16 Comments
The psychology of behaviour management (part 2)
A frequent observation in schools is that the same children tend to end up in detention over and over again. The belief that ‘punitive’ approaches to school discipline were proving ineffective or even counter-productive has led to an interest in … Continue reading
The psychology of behaviour management (part 1)
The topic of behaviour management and the problems teachers face in dealing with disruption to lessons continues to evoke strong argument within the profession. The extent of the problem was explored in a 2014 paper by Terry Haydn which argued … Continue reading
Posted in Psychology for teachers Tagged Behaviour for learning, Behaviourism, Haydn, Kahneman, Psychology, Skinner, Willingham 18 Comments
Is teaching a ‘natural ability’?
What characteristics does a teacher need to be effective? The answer appears to be elusive as various reviews find that most teacher characteristics appear to have only marginal impact on student attainment. For example, looking at maths teaching Rockoff et al (2004) … Continue reading
Posted in Psychology for teachers Tagged Baron Cohen, Sadler, Strauss, Theory of Mind 21 Comments
Perpetual motion machines do not exist
Robert Fludd’s description of a perpetual motion machine from the 17th Century. The idea involved water held in a tank above the apparatus driving a water wheel which, through a complex set of gears, rotate an Archimedes screw which draws … Continue reading
Posted in Psychology for teachers Tagged Bad education, Coffield, pashler, Willingham 13 Comments
The science of learning
Here’s a really clear, short and applicable summary of the key areas of cognitive science which can be applied to the classroom: The Science of Learning The summary looks at six questions about learning, giving a quick summary of the science … Continue reading
Posted in Psychology for teachers Tagged Growth mindset, Psychology, researchED, Willingham 7 Comments
Has the marshmallow melted? Interventions involving executive functioning may have little effect.
What are executive functions? Executive functioning is, in some ways, a pesky cognitive ability to define as it’s implicated in so many different functions. It’s a hypothesised capacity for things like problem solving, reasoning, planning and organisation, inhibiting action or … Continue reading
Posted in Psychology for teachers Tagged Evidence, Psychology, Working memory 8 Comments