We have a Year 7 enquiry question that asks students to consider the historical significance of four medieval women. We’re pretty happy with it. It allows us to cover some chronology that would otherwise be missing, introduces students to the idea that historical significance is ascribed rather than inherent, suggests some criteria by which historical… Continue reading What are we doing when we think that we are dual coding? – Part Two: Does consistency matter?
Category: Cognitive Psychology
What are we doing when we think that we are dual coding? – Part One: What do students already need to know in order to understand the pictures?
Dual coding in some subjects must be easy. In biology, the picture you need to illustrate the parts of a leaf is one that shows the parts of a leaf. In physical geography, a description of the creation of oxbow lakes would probably be best dual-coded by a diagram of the formation of an oxbow… Continue reading What are we doing when we think that we are dual coding? – Part One: What do students already need to know in order to understand the pictures?
Cognitive Psychology in the History Classroom – An Introduction
In January of this year, we were lucky enough to hear a presentation from Dr. Yana Weinstein from the University of Massachusetts (@doctorwhy) and Dr. Carolina Kuepper-Tetzel from the University of Dundee (@pimpmymemory), both from the organisation The Learning Scientists. We heard them give a talk about six strategies to help students develop their long-term… Continue reading Cognitive Psychology in the History Classroom – An Introduction
...what a wonderful world this would be. 