What can history teachers learn from cognitive psychology? Part 1

Clio et cetera

It shames me to say it, but I used to glaze over whenever people started to talk about theories of how pupils learn in a non-subject-specific way. I heard so many bogus theories in my first few years in teaching that I decided pretty early on that the only theory I needed in my head was a theory of how history worked as a discipline. This did serve as a form of inoculation against some of the ridiculous ideas that were being banded about, for as soon as someone started to talk about ‘learning’ in a generic sense, I just switched off. From about 2011, however, which was about five years into my teaching career, I started to read a few things that persuaded me that maybe I needed to take some wider theories of learning a bit more seriously. I started reading Joe Kirby’s and Kris Boulton’s blogs, which…

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