Deliberately difficult – why it's better to make learning harder
The most fundamental goals of education are long-term goals. As teachers and educators, we want targeted knowledge and skills to be acquired in a way that makes them durable and flexible. More specifically, we want a student’s educational experience to produce a mental representation of the knowledge or skill in question that fosters long-term access to that knowledge and the ability to generalize—that is, to draw on that knowledge in situations that may differ on some dimensions from the exact educational context in which that knowledge was acquired. Robert A Bjork, 2002 Who could argue with this? Certainly not Ofsted who [...]