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Ed fest desirable difficulties

David Didau
David Didau
David DidauTeacher trainer; education consultant

Slides used at Wellington Education Festival 2013 on Robert Bjork's theories of 'desirable difficulties'

Ed fest desirable difficulties

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Deliberately difficult
Why it might be better to make
learning slower
David Didau
Wellington Education Festival
22nd June 2013
The most important role of
teaching is to promote
learning and to raise pupils‟
achievement.
Ofsted Inspection Handbook, 2013
Outstanding teaching and
learning will result in “almost
all pupils … making rapid and
sustained progress.”
Ofsted Inspection Handbook, 2013
2 questions
Q: If Ofsted judge T&L by observing lessons,
what does „progress in lessons‟ look like?
A: Performance
Q: Can progress be both rapid and
sustained?
A: No
Teaching
Learning
Learning
The input/output myth
• But “as learning occurs, so does
forgetting…
…learning takes time and is not
encapsulated in the visible here-and-
now of classroom activities.”
Graham Nuthall, The Hidden Lives of Learners
The input/output myth

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Ed fest desirable difficulties

Editor's Notes

  1. Performance can be propped up by predictability and current cues that are present during the lesson but won’t be present when the information is needed later. This can make it seem that a student is making rapid progress but there may not actually be any learning happening.
  2. Learning occurs but performance in the short term doesn’t improve, or…Performance improves, but little learning seems to happen in the long term.
  3. represent, change context etc.
  4. Threshold concepts?
  5. Interference vs inhibiition??Items we’ve not practised retrieving are more likely to be forgotten in the short term but are more likely to be ‘learned’ in the long term
  6. We respond to familiar cuesIf you take a test in the room in which you’ve learned you’ll do better – but much worse in an unfamiliar settingBut, if you learn in lots of different configurations, you’ll do better in tests