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How does the mind work--and especially how does it learn? Teachers make assumptions all day long about how students best comprehend, remember, and create. These assumptions--and the teaching decisions that result--are based on
a mix of theories learned in teacher education, trial and error, craft
knowledge, and gut instinct. Such gut knowledge often serves us well. But is
there anything sturdier to rely on?
an article 'inflexible knowledge' by Daniel T. Willingham from How we learn: ask the cognitive scientist.
learning Willingham knowledge deep cognitive 21stcenturylearning
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