This week, we are treated to a concise guide to the science of learning. Annie Murphy Paul covers a lot of ground, providing resources for each principle, in particular those related to cognitive science. Here are two very interesting comments with related resources
Students have limited working memory capacities that can be overwhelmed by tasks that are cognitively too demanding . . . and so: we should help students break tasks down into manageable steps. (Read more about when to make learning easier and when to make it harder here.)
Each subject area has some set of facts that, if committed to long-term memory, aids problem-solving by freeing working memory resources and illuminating contexts in which existing knowledge and skills can be applied . . . and so: we should expect students to learn, understand, and remember this set of facts—not just be able to “Google it.” (Read more about the importance of committing facts to memory here.)
Find out more here.