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01 Nov 09

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"10 facts about learning that are scientifically proven and interesting for
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Blog post about 10 facts about learning that are scientifically proven and interesting for teachers

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26 Oct 09

Catherine Lambert
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- We forget things quickly and that the most effective way to prevent this forgetting is to practice at spaced intervals over time. Knowledge is easy to learn but hard to retain.
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Mahmoud Youssef
- What is Plan B? Not Plan A!
  
  
  
  
  
  Friday, May 09, 2008
  
  
  
  10 facts about learning that are scientifically proven and interesting for teachers
  
  In comments after my post ‘BBCs Paxman Demolishes Brain Gym’ I was challenged to provide 10 facts about learning that are scientifically proven and interesting for teachers. The problem I had was whittling it down to ten!
  So here goes:
  
  1. Spaced pract
Gregory Louie
"10 facts about learning that are scientifically proven and interesting for teachers "

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25 Oct 09

Joan Vinall-Cox
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Lois Lindell
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18 Feb 09

Diane Weir
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20 Aug 08

Madeline Brownstone
10 facts about learning that are scientifically proven and interesting for teachers

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24 Jun 08

Patti Porto
I was challenged to provide 10 facts about learning that are scientifically proven and interesting for teachers. The problem I had was whittling it down to ten!

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11 Jun 08
08 Jun 08

Ian Hancock
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05 Jun 08

Shanta Rohse
Donald Clark points to ten evidence-based facts about learning.

donald_clark linkingthinking evidence-based_learning assimilating cognitive_overload chunking memory attention context learning_by_doing learning_myths delicious_import
04 Jun 08

kevin glass
myths in education

education research
- Knowledge is easy to learn but hard to retain.
- Almost all courses are too long, present material in the wrong way and lead to unnecessary forgetting. Simplify to prevent cognitive overload.
- 6 more annotations...
- - The order you learn things is critical to how they will be stored and recalled, yet education and training continues to jumble and confuse content. This is critical in language learning, science, maths and indeed, every subject. Learn things in the wrong order and you’ll end up having to unlearn.
  - We still have far too much reliance on text (semantic) for subjects that need a visual (episodic) approach.
  - Learning does not take place without psychological attention, so setting up classrooms and scenarios that inhibit attention, or distract from learning, is massively counter-productive.
  - The bottom line is that most learning is best done on your own or one-to-one.
  - This is perhaps the most useful piece of scientific advice for teachers and trainers – dump the snakeoil techniques. These include learning styles, playing music while you learn, Brain Gym, left-right brain theories, NLP, stating the objectives at the start of a course…the list goes on.
  - the professions have doggedly chosen unproven pedagogy over prove psychology.
03 Jun 08

Kathy Blades
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Lisa Marie Johnson
Donald Clark Plan B blog post... dare we call them "facts". Why not. Serves as a useful reminder when creating new designs or revising tired ones.

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02 Jun 08

R.C. Iwabuchi
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31 May 08

yoram orad
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21 May 08

Tarmo Toikkanen
Good points, although they should be taken with some criticism. Read the comments.

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20 May 08

Matt McN
10 scientifically proven facts about learning

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12 May 08

maarten cannaerts
11 May 08

sudhang
- Spaced practice
- most significant fact
- 23 more annotations...
- - completely ignored by the 'curse of the course and classroom'.
  - We forget things quickly and that the most effective way to prevent this forgetting is to practice at spaced intervals over time
  - Cognitive overload
  - Almost all courses are too long, present material in the wrong way and lead to unnecessary forgetting. Simplify to prevent cognitive overload.
  - Chunking
  - Chunking means being sensitive to the limitation of working memory.
  - Order
  - Learn things in the wrong order and you’ll end up having to unlearn.
  - Episodic and semantic memory
  - we have different types of memory
  - far too much reliance on text (semantic) for subjects that need a visual (episodic) approach
  - Psychological attention
  - setting up classrooms and scenarios that inhibit attention, or distract from learning, is massively counter-productive
  - most learning is best done on your own or one-to-one
  - Context
  - recall is enhanced by learning in the physical context in which one is expected to perform
  - work-placed learning needs to be massively increased and non-contextual classroom teaching decreased
  - Learn by doing
  - we learn lots by doing, yet much teaching and training is locked into a over-theoretical, knowledge and not skills, model.
  - Understand ‘peer’ groups
  - most books on parenting and teaching overestimate the influence of parents and teachers, and under-estimate the role of genetics and peer pressure
  - Murder the myths
  - dump the snakeoil techniques
hldnmyown unfortunately
Tom Sepp
10 May 08

Susan Nugent
from Donald Clark Plan B:

learning education
09 May 08

Mario A Núñez
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Patrik Bergman
10 facts proven scientifically Donal Clark e-learning