Decades old research into how memory works should have revolutionised University teaching. It didn’t.
If you’re a student, what I’m about to tell you will let you change how you study so that it is more effective, more enjoyable and easier. If you work at a University, you – like me – should hang your head in shame that we’ve known this for decades but still teach the way we do.
There’s a dangerous idea in education that students are receptacles, and teachers are responsible for providing content that fills them up. This model encourages us to test students by the amount of content they can regurgitate, to focus overly on statements rather than skills in assessment and on syllabuses rather than values in teaching. It also encourages us to believe that we should try and learn things by trying to remember them. Sounds plausible, perhaps, but there’s a problem…
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