Tag Archives: Kirschner

Knowledge vs Understanding

Posted on 01/05/2014 by evidenceintopractice

Subject knowledge has enjoyed a recent rehabilitation within education. Whilst there are groups ideologically opposed to teaching content (either on the grounds that it ‘stifles creativity’ or amounts to ‘indoctrination’), the simple fact that children and schools are typically assessed … Continue reading →

Posted in Philosophy of education | Tagged , , , , | 6 Comments

Urban Legends in Education

Posted on 28/02/2014 by evidenceintopractice

This June 2013 article takes a critical look at three pervasive myths that continue to pop up in education. The first legend is one of learners as digital natives for whom ‘old’ media and methods used in teaching/learning no longer … Continue reading →

Posted in Psychology for teachers | Tagged , , | 1 Comment

Guided instruction

Posted on 10/07/2013 by evidenceintopractice

Here’s a challenging (academic) paper that casts doubt upon many of the assumptions embedded in teacher training and professional development. Its conclusions are at odds with many of the ways we are told ‘how to teach’ by external consultants and … Continue reading →

Posted in General teaching | Tagged , , | 2 Comments