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A guide to this blog. I write about teaching, research, curriculum and assessment, teacher training, leadership and the education system. Knowledge, memory and practice. Three applications of cognitive science. Visible learning and cognitive science.

For 200 metres he strides ahead, his pale legs pumping like pistons; to the other runners, he is a dot, hitting the second bend as they finish the first. And then, suddenly, mid-stride, he stops. He bends, gripping his right side, wincing. I was that kid on sports day. And, to be honest, I still am. Instead, I propose that we keep our personal imp.

Does anyone teach decontextualised facts? Posted by Toby French. One of the criticisms I read so often of a knowledge-based curriculum is that the focus is too much on facts and not enough on understanding, as if facts are somehow these noumenal, things-in-themselves, entirely devoid of any other meaning. This is a mistaken and wearisome misunderstanding of knowledge.