NGRF - UK National Guidance Research Forum

The article was written to help trainee teachers think about their own practice in relation to theories of learning. Some trainee teachers do find the theorising complex to understand and not (always) sufficiently relevant to their practice. So if the first contributor thought it provocative - then I am pleased about that. The bit about learning and memory is interesting. Many writers on learning theory claim that learning has to be committed to memory before it can be said to be learning - but I am not sure whether we can ever know this - there have been celebrated cases of people involved in traumaus who lose 'their memory' but seem to have retained memory about how to do wide ranging things (not just those learned in infancy). The mind does indeed play its tricks selectively. What does distinguish learning ? how do we know when we learn ? or is this just another word for development ? Jane