There are many superb blogs on teaching, and some which focus specifically on the links between teaching and the psychology of learning. What I feel is sometimes not available to teachers are short and accessible introductions to some key ideas regarding how we learn.
This section consists of a series of short blogs designed to introduce teachers to research findings about how students learn, with suggestions for how these ideas could influence practice and links etc for further reading. I hope that you enjoy reading them and find them useful. If anyone has any suggestions for other topics which could be added, please let me know!
It is important to realise that none of these strategies is a magic ticket on their own! Instead, they are a foundation, from which each teacher can experiment and adjust their practice as best suits their teaching style and their school environment. The ‘suggestions for practice’ are simply that – suggestions. You may be able to think of much more effective ways of incorporating a particular piece psychology into your lessons. Feel free to try out new things and to experiment, but use these evidence-based ideas as a starting point. Why not use one or more of these as the basis for a new scheme of work or learning policy at your school? Or arrange an internal CPD day to share ideas and resources?
If you find a particularly effective method that seems to improve student progress, why not contact a Psychology or Education department at a university and see if you can arrange for a larger scale trial of the idea. In fact I would encourage all teachers and schools to take part in research projects into what works in education. The more teachers and schools that can become the driving force behind research (and key partners in it), the more progress we will make in discovering what techniques really work in schools.
The ‘Psychology for Teachers’ section currently contains introductions to (in alphabetical order):
- Advance organisers
- Cognitive Load theory
- Growth mindset
- Interleaved practice
- Load Theory of Attention
- Retrieval practice
- Spaced practice
- The testing effect
- Working memory