Education Conferences

Balancing Direct Instruction with Project-Based Pedagogies

Andrew Watson
by: Andrew Watson
Posted on: December 14, 2019

Tom Sherrington’s essay on direct instruction and project-based pedagogies is now available on his website. And: it prompts important questions about the novice/expert continuum. Continue reading →

Dangerous Fluency: Performance Isn’t Always Learning

Andrew Watson
by: Andrew Watson
Posted on: December 12, 2019

Cognitive science research helps teachers understand learning better than our students do. We should be confident in offering wise counsel. For instance: based on research, should be ban technology from classrooms? Continue reading →

A Hidden Strength of “Concreteness Fading”

Andrew Watson
by: Andrew Watson
Posted on: December 9, 2019

Upbeat, perky brand names for teaching methods distract from sensible conversations about their real merits. Continue reading →

Concrete + Abstract = Math Learning

Andrew Watson
by: Andrew Watson
Posted on: December 7, 2019

Should math instruction focus on concrete examples (frog puppets and oranges) or abstract representations (numbers and equations)? This research suggests: a careful balance of both. Continue reading →

When Good Classroom Assignments Go Bad

Andrew Watson
by: Andrew Watson
Posted on: December 4, 2019

Classroom assignments often sound like great ideas, until they crash into working memory limitations. Happily, we’ve got the strategies to solve this kind of problem. Continue reading →

Can Multiple-Choice Tests Really Help Students?

Andrew Watson
by: Andrew Watson
Posted on: December 2, 2019

Surprise: a well-designed multiple choice question might in fact help students. Why? Because it requires extra retrieval practice to sort out all the answers. Continue reading →

Aware: The Science and Practice of Presence–The Groundbreaking Meditation Practice by Daniel J. Siegel, MD

Rebecca Gotlieb
by: Rebecca Gotlieb
Posted on: November 26, 2019

Aware: The Science and Practice of Presence guides readers through a meditative practice based on focused attention, open awareness, and kind intentions to strengthen the mind and improve mental and physical well-being. Daniel J. Siegel, the author, is a NYT

More about Macbeth and Memory

Andrew Watson
by: Andrew Watson
Posted on: November 25, 2019

Earlier this month, I wrote about the distinction between autobiographical memory and semantic memory. Both kinds help us live meaningful lives. But, schools focus on semantic memory: we want our students to know facts and skills over the long term.

Does Music Training Help Us Pay Attention?

Andrew Watson
by: Andrew Watson
Posted on: November 19, 2019

We can’t improve our students working memory. But, recent research from Chile suggests that music training might benefit one part of our attention system. Continue reading →

Getting the Timing Right: Critical Thinking Online

Andrew Watson
by: Andrew Watson
Posted on: November 17, 2019

Spacing practice out helps students learn all sorts of things. Can it help them learn to be critical thinkers online? Continue reading →