The consequences of freedom
Aye, fight and you may die. Run, and you’ll live… at least a while. And dying in your beds, many years from now, would you be willin’ to trade all the days, from this day to that, for one chance, just one chance, to come back here and tell our enemies that they may...
Too Much Teaching is Wasted
Let me give you some information: (Try to imagine that you’re going to learn it.) The Earth-Sun distance is used as unit of distance called the Astronomical Unit. 1 AU. The Earth-Moon distance is 0.0026 AU to 2 significant figures. The nearest Star is Proxima...
What sorts of substantive knowledge are needed to get better at history?
As I set out in my last post, substantive knowledge concerns knowledge of the past, and in history curriculum theory can generally be seen as the counterpart of disciplinary knowledge, which involves knowledge of the discipline. Over the last few decades, however,...
Types of knowledge in a history curriculum
In my previous post I focused on ability statements (which take the form “pupils can x”) and argued that it is problematical to incorporate these into progression models where the ability statement is left at a general level. A statement such as “pupils can construct...
‘A Mountain of Words’, Emma Young, New Scientist, 11th February 2017 pp. 34-37. Part 2: Reading in print vs reading from a screen
Last week I discussed what this article had to say about speed reading. This week, I am going to discuss what it has to say about reading in print as opposed to reading from a screen. This is a subject about which I have written before, a post also inspired by a...
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