There is an increasing and welcome push for teaching Critical Thinking in schools, but there is also a staunch resistance. The opposition is built, as far as I have observed, on two main pillars: There’s already enough on teachers’ plates without adding one more thing; Critical Thinking relies on domain specific knowledge. I’ll address bothContinue reading “Is Critical Thinking Domain Specific?”
I’ve written many times about the problem of learning styles, but today I want to examine a new wrinkle in the old problem. 1. Learning Styles as an approach to teaching has been thoroughly disproven and debunked. Yet still somewhere between 50 and 80% of teachers believe that it is real and should form theContinue reading “The Layered Trouble with Learning Styles”
The idea of “going gradeless” is still new to most teachers, and still not attractive to many. But it is growing in popularity quite rapidly, and an increasing number of teachers now agree that a no-grade approach to teaching and learning is something like an ideal. However, many teachers also consider it one of theContinue reading “The “No Grade” Paradox”
Having heavily interconnected schema is a very powerful way of both remembering new things and applying knowledge in novel ways. In this post, I’ll explain both of these points in more detail.