I’ve kind of become a cognitive psychology addict, ever since I stumbled upon the work of Daniel Willingham. And then edu-blogger after edu-blogger, discussing the implications for classroom teaching, and others who are active on social media. I was boggled that nowhere in my teaching training was this really addressed, beyond the requirement of an introductory psychology course, too broad to be of any use.
And yet, I maintained a little skepticism. Science can be filtered through lenses and put to particular purposes. Did the field of cognitive psychology agree with how its work was being interpreted? How did these blog posts and tweets fit in the context of the field? Was there other information relevant to teaching and learning that I was missing?
Continue reading “I Read an Entire Textbook on Cognitive Psychology; This is What I Learned”
I recently stumbled upon micro-credentials, an interesting new approach to professional development. One thing that has stood out to me before about professional development is the lack of follow-up; to have, say, two days of workshops on holding reading conferences and using mentor texts, but never returning to that idea again. How can a school ensure that teachers get the most out of professional development? That money spent on PD is worth the opportunity cost? That teacher time spent listening to presentations improves student learning more than that same time being spent on designing instruction and reviewing assessments?
Continue reading “Meditations on Micro-Credentials”