What if everything you knew about education was wrong?

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If you feel a bit cross at the presumption of some oik daring to suggest everything you know about education might be mistaken, please take it with a pinch of salt. What if everything you knew about education was mistaken? is just a title. Of course, you probably think a great many things that are not mistaken. The aim of the book is that will help you ‘murder your darlings’. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason and see if they are able to still walk in a straight line after the experience. It sort of feels reasonable to suggest that only if a theory or approach can withstand the fiercest scrutiny will have to it be encouraged in classrooms. David makes no apologies for this; why wouldn’t you be sceptical of what you’re told and what you think you know? As educated professionals, we ought to strive to assemble a more accurate, informed or at least considered understanding of the world around us. Here, David shares with you some tools that will help you question your assumptions and assist you in picking through what you consider.He will stew findings from the shiny white laboratories of cognitive psychology, stir in a generous dash of classroom research and serve up a side order of experience and statement. Whether you spit it out or lap it up matters not. If you come out the other end having vigorously and violently disagreed with him, you can at least have had to think hard about what you consider. The book draws on research from the field of cognitive science to expertly analyse one of the most unexamined meta-beliefs in education. In Part 1; ‘Why we’re mistaken’, David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2 delves deeper – ‘Through the threshold’ – looking at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question ‘What could we d

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