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Tag Archives: Willingham
Does teacher accountability undermine student ownership of learning?
Here’s a fairly old, but none-the-less thought provoking article from Daniel Willingham where he argues that it is important that students experience a variety of teaching styles and take on increasing responsibility for their learning as they move through school. … Continue reading
Evaluating educational interventions
Article by Willingham about the processes teachers should undertake when planning to adopt innovations in teaching. In an industry riddled with snake-oil (e.g. brain gym) and pseudoscience (e.g. NLP) – it’s a worthy read! Measured Approach or Magical Elixir? Willingham … Continue reading
Student study time
Here’s a short article by Daniel Willingham on the benefits of distributed practice along with some practical tips on how help students to exploit this enormously powerful effect on memory retention and recall. Allocating Student Study Time: “Massed” versus “Distributed” … Continue reading
Praise and rewards – use thoughtfully!
The two Willingham articles I’ll be talking about in the CPD twilight session tonight are: How praise can motivate – or stifle. and Should learning be its own reward? There are a host of other interesting articles – looking at … Continue reading
Posted in Psychology for teachers
Tagged Engagement and motivation, Praise, Psychology, Rewards, Willingham
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Stimulating curiousity
Here’s a short article by the author Annie Murphy Paul on stimulating curiousity using information gaps: How to stimulate curiousity
Posted in General teaching
Tagged Creativity, Engagement and motivation, Murphy Paul, Willingham
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Learning styles don’t exist
I’ve always been sceptical of the idea of ‘learning styles’. Psychological models of learning and memory suggest we use all of our sensory modalities to learn (it depends upon what we’re learning). The questionnaires used to ‘measure’ VAK preferences are … Continue reading
Evidence into Practice 