Tag Archives: Robert Bjork

Struggle and success

The struggle itself towards the heights is enough to fill a man’s heart. One must imagine Sisyphus happy. Albert Camus The gods of ancient Greece punished Sisyphus, the king of Ephyra, for his

The feedback continuum: why reducing feedback helps students learn

The effects of feedback are more complex than we often realise. While expertise and mastery is unlikely to develop without feedback it’s certainly not true to say that giving feedback results in expertise

Why do edtech folk react badly to scepticism? Part 2: Confirmation bias

In Part 1 I explored the concept of vested interest and how it could lead us to make decisions and react in ways which might, to others, appear irrational. This post address another

What is ‘transfer’ and is it important?

Very kindly, Greg Ashman posted his thoughts on #WrongBook on his site yesterday – if you haven’t seen his ‘review’ you can find it here. I really like both the style and

Endorsements – what are they worth?

What every genuine philosopher (every genuine man, in fact) craves most is praise — although the philosophers generally call it “recognition”! William James You might not have noticed (I’ve been the very soul

NEW BOOK: Foreword by Robert A Bjork

As some readers will no doubt be aware, I’ve written a new book. I’ve been fascinated by Robert Bjork’s research into learning and memory ever since first encountering it back in February

Learning is invisible – my slides from #LEF15

For all those who asked for my slides after my presentation of the London Festival of Education at the IOE, here you go: #LFE15 Learning is invisible from David Didau For all

Landmark: a million thank yous

I began blogging in July 2011. In January 2012 I signed up with Google Analytics and have clocked up over 2 million pageviews since. Then in July 2013 I shifted the site

Revisiting lost learning by Gerald Haigh

In the practical use of our intellect, forgetting is as important a function as recollecting. – William James As teachers, we tend to do all in our power to prevent students from forgetting

Are we fetishising marking?

When you make something a fetish, ashes and dusts will laugh at you, because they know even the most valuable fetishes will turn into dusts and ashes! Mehmet Murat ildan Last night

Forget about assessing learning after lessons

Today I not only have my first ever article published by the TES, it’s made the front page! Those of you familiar with my output will recognise the arguments and be familiar with

The problem with SatNavs, or how feedback can prevent learning

I’m not an especially good driver, but I’m a truly terrible navigator. This used to mean that I would get lost. A lot. When I first moved to Bristol in 2001 I bought an