Experts in Learning

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

In the vital area of long-term memory, work on concepts such as spacing, elaborative processing and retrieval practice shown researchers how the use of cognitive principles can improve attainment. However, most classrooms still focus on inefficient verbal explanations and re-reading, and don't fully exploit the role of retrieval in learning (Karpicke et al, 2009), while teachers often mistake short-term improvement for permanent learning (Soderstrom & Bjork, 2015). In a global political context where teachers are devalued and often viewed in a mechanistic way - i.e. their role seen primarily as deliverers of state-prescribed content - we must defend our professionalism, but that means becoming experts on learning. This chapter argues that an understanding of how memory works should come to be seen as a key part of teacher professionalism and can contribute to practitioner empowerment. It also recommends immediate and straighforward ways of building memory principles into classroom practice.
Original languageEnglish
Title of host publicationFlip the System UK
Subtitle of host publicationA Teachers' Manifesto
EditorsJL Dutaut, Lucy Rycroft-Smith
PublisherRoutledge
Chapter3
Pages20-28
Number of pages9
ISBN (Print)9781138214804
Publication statusPublished - 1 Nov 2017

Keywords

  • education
  • teacher agency
  • identity
  • long-term memory

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  • Cite this

    Firth, J. (2017). Experts in Learning. In JL. Dutaut, & L. Rycroft-Smith (Eds.), Flip the System UK: A Teachers' Manifesto (pp. 20-28). Routledge.