In simple terms Bloom’s taxonomy sorts learning goals by how much thinking they demand, from recalling a fact up to producing something new. It gives teachers a shared vocabulary for saying what they actually want students to be able to do. The practical consequence is that a course can state its aims as verbs. Remembering
Bloom's taxonomy sorts learning goals by how much thinking they demand, from remembering a fact up to creating something new.
In simple terms Cognitive load is how much a task demands of working memory at any one moment. Working memory is the small, short-lived store you actually think in, and when demand exceeds it, learning does not slow down, it stops. The limits are severe. Only a few new elements can be processed at a
Cognitive load is how much a task demands of working memory at once, and working memory is small, so overloading it stops learning.
In simple terms A flipped classroom moves direct instruction, the part of teaching that explains new material, outside of class time, usually delivered as a short recorded video students watch at home, so that class time can be used for practice, discussion, and problem-solving instead. [2] How it works In a traditional classroom, a teacher
A flipped classroom moves direct instruction, such as a lecture, outside of class time, usually as a video students watch at home, so class time can be used for practice and discussion instead.
In simple terms Formative assessment is checking what students have understood while the teaching is still going on, so the answer can change what happens next. A question to the class, a show of hands, a draft returned with comments: the format matters far less than the timing. The defining test is use. Evidence counts
Formative assessment is checking learning while teaching is still under way, so that the evidence gathered changes what happens next.
In simple terms The literacy rate is the share of a population who can read and write. The standard international version counts people aged 15 and over who can, with understanding, both read and write a short simple statement about their everyday life. [1][2] That definition sets a deliberately low bar. It measures basic literacy,
The literacy rate is the share of a population, usually aged 15 and over, able to read and write a simple everyday statement.
In simple terms Retrieval practice is deliberately pulling information out of memory in order to learn it, rather than putting more information in. Answering a question from memory, closing the book and writing down what you can recall, working through flashcards: all retrieval. The counterintuitive part is that it beats rereading, which is the method
Retrieval practice is deliberately recalling material from memory, which produces longer-lasting learning than rereading it.
In simple terms Scaffolding is temporary support that lets a learner do a task they could not yet manage alone, and it is built to be taken away. The name is borrowed from building sites, where the scaffold holds a structure up only until it can stand by itself. That second half is the part
Scaffolding is temporary teaching support that lets a learner do a task they could not yet manage alone, and it is gradually withdrawn.
In simple terms A school voucher is public funding given directly to a family, rather than to a public school, so the family can use it to pay tuition at a private school instead. [1] The core idea is to let the public money attached to a child follow that child to whichever school the
A school voucher is public funding given to a family to pay tuition at a private school instead of, or alongside, enrolling their child in a public school.
In simple terms Spaced repetition means returning to the same material several times with gaps in between, instead of studying it all in one go. The finding behind it is called the spacing effect: repetitions spread out in time tend to produce stronger memories than repetitions packed close together. How it works Researchers contrast spaced
Spaced repetition is reviewing material in separate sessions spread over time, which builds stronger memory than the same practice packed together.
In simple terms A standardized test gives every candidate the same questions, or a selection from the same bank, under the same conditions, and scores them all the same way. [2] That sameness is the whole point, because it is what lets one person’s result be compared with another’s. Standardized describes the procedure, not the
A standardized test gives every taker the same questions under the same conditions and scores them the same way, so results can be compared.