Markham T&L Blog

July 12, 2019

Article: The Components of Direct Instruction

Author: Cathy L. Watkins, Timothy A. Slocum

Reading Time: 2 hours

The purpose of this article is to summarise the ideas behind Direct Instruction (DI), dispel some of the myths around it, and give an overview of the research base.

“The purpose of Direct Inst...

September 25, 2017

Article: Cognitive Load Theory: Research that teachers really need to understand

Author: Centre for Education Statistics an Evaluation, NSW Department of Education

Article: Story of a Research Program

Author: John Sweller

"I've come to the conclusion Sweller's Cognitive Load Theory is the single most im...

September 11, 2017

My comfort zone in the classroom as a teacher is teaching the same way I was taught. I teach
Mathematics, and the way I had it when I was a student was looking at worked examples on the
board and then practicing (individually or in pairs). I would practice a learned skill or a method and
finally I w...

August 19, 2017

For quite a long time I was not particularly concerned about misconceptions. Trained in a predominantly exploratory and student-centred style, misconceptions were inevitable in my lessons. Requiring novices to work in groups and to access material with limited or no support effectively guaranteed th...

August 17, 2017

With the research I have been doing lately I have come across many things that seem like they should be at the very heart of teacher training, but are things that I have never seen before. Rather than put my own list together, here are some links to articles put together by educationalists with a mu...

July 6, 2017

I have been listening to the Mr Barton Podcast for about a year now. It makes my journey to and from school each day a bit more interesting. And it has changed my teaching.

This is no understatement. Ideas that I have heard in this podcast have had a huge impact on me, along with the research that th...

May 29, 2017

This Kirschner article has widely been criticised in academic circles for its misguided/simplistic definitions of constructivism and inquiry. In particular the inquiry model they seemed to use in the article was discovery learning, which is a style of inquiry that was commonly used in the seventies...

Please reload

Please reload