Delivered by Professor Daniel Muijs (Head of the School of Social Sciences, Education and Social Work & Professor of Education) from Queen’s University Belfast. In recent years, there has been a lot of emphasis on research on memory, which has looked at factors such as the structure of memory and the importance of cognitive load. This research has led to a number of recommendations for teaching, for example, pointing to the importance of knowledge and instruction. At the same time, there is an equally influential body of research on metacognition (the extent to which we can regulate and monitor our own learning), which is often seen as leading to very different recommendations for practice. In this guest lecture, Professor Muijs looks at the evidence base intense areas, myths and misunderstandings in relation to them, and he discusses to what extent they are contradictory or can be reconciled and integrated into our pedagogical approaches.
