Month: June 2017

The Science of Learning: Metacognition in Education

Not only is it difficult to measure and develop metacognitive skills, but the current state of education systematically stifles metacognitive development. One of the hallmarks of metacognitive development is divergent thinking. Divergent thinking requires an individual to think of different ways that a solution…

The Science of Learning: Metacognition in Life

As with most of the higher order thinking skills, metacognition plays a wider role in life than just academic work. However, metacognition has, by far, the widest reaching effects in people’s lives as the following list demonstrates. This is likely the reason why educators…

The Science of Learning: Metacognition

Metacognition is a set of skills that allow us to control and direct our cognitive abilities. Metacognition? Cognition first. I was in my first cognition class as a 30-year-old adult before I had any idea what cognition is. I took the class because cognitive…

The Science of Education: Creativity

The other side of the coin of conformity is creativity. Is there really a problem with creativity? What are the implications of total convergent thinking (conformity) and the loss of creativity in our society? Can we change this? Since we don’t have a creativity…

The Science of Learning: Alternatives to Conformity

Is there an alternative to conformity in a system of mass education? This is a big question. Certainly not under the current mindset. Before something can be done about conformity, it needs to be recognized as a problem. First, we have to believe that…

The Science of Learning: The Immense Cost of Conformity

This article is the most difficult Science of Learning article that I will write. Considering the cost of conformity at an individual and societal level. The cost of conformity at a societal level is high, but the cost borne by an individual is even…

The Science of Learning: Conformity in the Classroom

How has conformity become the norm in education, and what methods are used to foster absolute conformity? Where do we start? As I have mentioned previously, it is generally well accepted that education today owes its roots, at least in part, to Prussian military…

The Science of Learning: Conformity

Creativity and conformity are polar opposites in learning. If you are conforming, you are not creating, and if you are being creative, you are not conforming. Education is all about conformity. Even the parts that are about creativity (visual arts, performing arts etc) are…

The Science of Learning: Learning Styles

A learning style is the type of learning that a learner enjoys. There are four recognized learning styles in education: Visual, Aural, Read/write, and Kinaesthetic. According to the theory, if a person receives instruction in their preferred learning style, they will learn faster and…

The Science of Learning: Organization Effect

The organization effect is the desirable difficulty that asks about who does the organization of the material. Teaching today usually has the teacher doing the reading for the students, organizing the material into nice little bullet-points, reading the bullet-points to the students, and finally,…

The Science of Learning: Disfluency Effect

Among the desirable difficulties that can be introduced into a classroom to enhance memorization, disfluency stands out as being particularly unintuitive. Disfluency is the process of making items to be learned more difficult to process which means that the student, in using more processing,…

The Science of Learning: The Spacing Effect

The spacing Effect is a desirable difficulty for learning (along with the testing effect) that helps produce long lasting, durable memory traces, but has also been ignored in education. The spacing effect is when the learning of material takes place over long periods of…