Paul Kirschner

/Tag: Paul Kirschner

What’s wrong with Ofsted’s definition of learning?

2019-05-22T20:13:44+01:00February 4th, 2019|Featured|

As everyone already knows, Ofsted have published a draft of the new Inspection Framework which is currently undergoing a process of consultation. Amazingly, one of the most contentious aspects of the document is the definition given to learning: Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. However, transfer to long-term memory depends on the rich processes described above.[1] In order to develop understanding, pupils connect new knowledge with existing knowledge. Pupils also need to develop fluency and unconsciously apply their knowledge as skills. This must not be reduced [...]

Thought Depends on Knowledge

2017-12-05T15:46:01+01:00December 5th, 2017|blogging|

Paul Kirschner, lead author of the research paper that has perhaps most influenced my thinking, is a bit of an educational hero. Imagine my nervousness when he came to see give a talk on 'the trouble with transfer' at the researchED national conference a couple of years ago. There are few audience members likely to be more knowledgeable or more intolerant of guff. It came as a very welcome relief when he made a few complimentary comments afterwards. I've since met him on a number of occasions and have found him to be hugely insightful, incredibly generous and charmingly irascible. So, after [...]

Humans can't multitask

2017-01-23T13:50:53+01:00January 23rd, 2017|psychology|

One of the highlights of my day at researchED Amsterdam was hearing Paul Kirschner speak about edu-myths. He began his presentation by forbidding the use of laptops or mobile phones, explaining  that taking notes electronically leads to poorer recall than handwritten notes. The benefits of handwritten over typed notes include better immediate recall as well as improved retention after 2 weeks. In addition, students who take handwritten notes are more like to remember facts but also to have better future understanding of the topic. Fascinatingly, it doesn't even matter whether you ever look at these notes - the simple act of making them appears to [...]

The Trouble with Transfer – my #rED16 slides

2016-09-10T20:53:10+01:00September 10th, 2016|learning, psychology|

Today saw another triumphant outing for Tom Bennett's grassroots conference, researchED. This year I ran a session investigating the research into how we transfer what we learn between different contexts, the slides for which, along with hyperlinked references to the studies I've cited, are below. ResearchED 2016 The Trouble with Transfer from David Didau The high point for me was that Paul Kirschner said the presentation was "pretty good". I will write up an explanation for these as time allows over the next few days, but for those who can't wait, turn to Chapter 6 of What Every Teacher Needs To Know About [...]