Jesse is a world leader in the integration of the science of learning into formal teaching settings. He is an Adjunct Associate Professor at the University of Lethbridge and Director at The Academy for the Scholarship of Learning. Huge advocate of the science of learning, he provides people with ideas about how they can use it in their classrooms. Jesse holds a PhD in Psychology from the University of Wales, Bangor.
Education is all about conformity, it is the institution of conformity. Conformity has much to answer for in our society.
When we measure learning, we can measure it in two fundamental ways. Is the learner able to recall/demonstrate understanding/synthesize/critically evaluate – whatever – to a pre-set standard before the learning is finished (mastery), or is the learning graded (as in a gradient) and declared finished? The question I am asking is, if we don’t expect mastery in learning, what do we get?
Over the years we have heard of cognitive scientists talk about the distinction between deep and surface learning. Deep learning has been associated with understanding, meaning, and intrinsic motivation. Surface learning is identified by shallow memorization, the use of episodic memory to get through exams and generally, passive learning.
An audience has always been a part of any writing. In the past, an audience was an abstract entity or a “work of fiction” (Ong, 1975, p. 9) that was imagined by the writer. This imagined entity determined the form of writing, the voice the writer takes and the genre of the writing.
Whenever I write about higher order thinking skills, I get bombarded with claims of success in teaching these skills to young children. Even a small amount of knowledge about brain development and higher order thinking skills must lead to the logical conclusion that this just isn’t happening.
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