What is learning?
Providing a definition of learning is fraught with difficulties. Daniel Willingham calls it “a circular game” and points out that it’s too broad a concept to fit a simple definition. Many recognised definitions of learning exist as summaries of a particular theory and are not necessarily intended to fit a broader need for providing a generic description suitable for all contexts and examples.
A useful way of thinking about how we teach pupils effectively is to consider Willingham’s ‘simple diagram of the mind’. This focusses on the role of memory and the way in which information enters working memory and long-term memory.
This has been considered when creating some of our approaches to teaching and learning. An outline of some of these can be found here.