Micky Banert-Lucas

Combining words and visuals can give students two ways to help them retrieve information later (Weinstein and Sumeracki, 2019). Combining too many words and visuals can create cognitive overload (Moreno and Mayer, 2000).

Fiorella and Mayer argue that learning is a generative activity; learners actively seek to make sense of material – generative learning. They identify eight strategies that they argue have been shown to improve student learning: summarising, mapping, drawing, imagining, self-testing, self-explaining, teaching and enacting (Fiorella and Mayer, 2015)... See more

Pedagogy is the observable act of teaching together with its attendant discourse of educational theories, values, evidence and justifications. It is what one needs to know, and the skills one needs to command, in order to make and justify the many different kinds of decisions of which teaching is constituted. (Alexander, 2009, p. 5)

Gatsby Benchmarks 1. a stable careers programme 2. learning from career and labour market information 3. addressing the needs of each pupil 4. linking curriculum learning to careers 5. encounters with employers and employees 6. experiences of workplaces 7. encounters with further and higher education 8. personal guidance (Gatsby, 2018)

Delayed review of at least several months seems more likely to support retention of knowledge for several years (Cepeda et al. , 2008).

Christine Counsell reminds us that the curriculum is a journey, or a narrative, where content is structured over time (Counsell, 2018a)

Be intentional in choosing NPTs that are best for you. Some non-promotable tasks can help you later. We call these tasks indirectly promotable — they might help you gain knowledge, develop skills, or connections that you can leverage later on. Other NPTs are attractive because they align with your personal mission, like advancing diversity, equity,... See more