Abstract
Applying the psychology of memory to classroom teaching can enhance learning, reduce workload for teachers and lead to better outcomes for students. Memory is a subject often clouded from understanding by technical jargon and complexities. Busy teachers need support and guidance from experienced authors who are connected to both practice and research.
| Original language | English |
|---|---|
| Place of Publication | London |
| Number of pages | 176 |
| Publication status | Published - 4 Jan 2024 |
Keywords
- memory
- teaching
- education
- learning
- pedagogy
