There’s no hidden agenda here: Asking the question of what makes learning difficult doesn’t imply that the objective is to make the content easy. Material can be so watered down that its basic integrity is compromised. In the same vein, there’s no justification for making
Metacognition can be a word that gets in the way of students’ understanding that this “thinking about thinking” is really about their awareness of themselves as learners. Most students don’t spend much time thinking about learning generally or how they learn specifically. In order to
Teachers have much to teach these days. There’s the standard content knowledge students need to take from their courses, all the while the amount of new information in all our fields continues to grow exponentially. Next, there are all those essential intellectual skills like critical
There’s not much pedagogical literature on the topic of curiosity. In fact the article referenced here is the only piece I can remember seeing on the subject, which is a bit surprising because curiosity does play an important role in learning. One of the definitions
The recent post on PowerPoint use generated a healthy response. That’s encouraging, but blog exchanges can seem like conversations without conclusions. There is no summary, no distillation, and no set of next questions. And when there are many comments, I worry that those who respond
In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and look at work done since publication of the first edition ten years ago. It is a subject about which
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