A hypothesis: because of the relative ease of retrieval of episodic memory and its ability to facilitate elaborative retrieval of semantic knowledge, creating memorable episodic
What is ENGAGEMENT?
A GUIDE TO SUPPORT YOUR PEDAGOGICAL APPROACH The more we know about how information is encoded and then retrieved from our memories the more we
Should schools promote A-level resits?
Should schools promote A-level resits? Having watched my daughter work tirelessly the last two years on her A-levels, it was devastating to see how upset
CREATIVE WRITING – an approach for reluctant writers
Teaching creative writing can be incredibly difficult. I’ve discussed some of the issues previously, but the most frustrating I think is when students suggest they
Does FLIPPED LEARNING increase workload? Probably
This weekend the strategy of flipped learning has been a divisive one on Twitter. Greg Ashman implored that it is an inequitable strategy, with errant
GRAMMAR AND COGNITIVE LOAD IN WRITING
Recent observations from marking transactional writing draw me to the following hypothesis: when students are pushing their working memory to capacity in order to produce
LEARNING DESIGN by Paul G Moss 