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.
Learning is natural. We begin to learn before we are born. The wonderment of childhood in largely because of the excitement that comes with learning. What happens to the excitement and what value do we put on learning?
The importance of reading in education can't be overstated, and yet we know that reading is in decline for all levels of education across most subjects.
The scientific evidence for how we learn advanced cognitive enablers (critical thinking, complex reasoning, higher order creativity, metacognition…) involves iterative discussions; discussions between peers who weigh out evidence and come to conclusions based on logic, reason, and evidence.
This article is the most difficult Science of Learning article that I will write. Considering the cost of conformity at an individual and societal level. The cost of conformity at a societal level is high, but the cost borne by an individual is even higher.
The question of whether we should use marks, ranging from 0 – 100, or grades, usually A+ to F is a topic that often vexes teachers and can lead to heated discussions. There is scientific evidence that speaks to the topic.
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