The idea that we overcome the limitations of working memory by getting things into long-term memory has implications for curriculum reform. it makes the downgrading of knowledge harder to understand

My favourite Willingham article www.aft.org/ae/winter200...

Cogsci shows how kids learn best but maybe policymakers are more interested in making school a fun place to be. I think there could be a better balance than what we are seeing in policy

#023 Robert and Elizabeth Bjork - Memory, Forgetting, Testing, Desirable Difficulties - Mr Barton Maths Podcast An interview with Robert Bjork and Elizabeth Bjork about memory, forgetting, testing, desirable difficulties and more with Craig Barton

this podcast on memory/testing etc with Robert and Elizabeth Bjork is excellent www.mrbartonmaths.com/blog/robert-...

Hi. I’m not sure why you can’t open that link. This is a good explainer on how knowledge fits in to instruction and is not an “ideological” approach

www.shanahanonliteracy.com/blog/knowled...

How Building Knowledge Boosts Literacy and Learning First causal study finds outsized impacts at “Core Knowledge” schools

How building knowledge boosts literacy #edchatie

www.educationnext.org/how-building...

#edchatie

My distinction would be that understanding is following an argument. To know something it must be in long term memory.

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