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ADHD adolescence attention bilingual education boundary conditions classroom advice conference speakers constructivism/direct instruction creativity critical thinking desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math metacognition methodology middle school mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Diane P. Zimmerman on Translating Research to the Classroom: the Case of Discovery Learning
- Kirsten Landry on Teaching Minds & Brains: the Best Books to Read
- Darla F Miller on Remembering and Forgetting in the Age of Technology by Michelle Miller
- Raymond Murphey on Making “Learning Objectives” Explicit: A Skeptic Converted? [Reposted]
- Sarah R Sullivan on It’s All in the Timing: Improving Study Skills with Just-Right Reminders
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Monthly Archives: January 2015
Mental Biology: The New Science of How the Brain and Mind Relate by W.R. Klemm
“I will become what I think” (p. 14). Texas A&M professor W.R. Klemm explains in a comprehensible and personable voice how neuroscientific evidence supports the axiom above. Drawing on his experience as a neuroscientist and his training in veterinary medicine,
Posted in Book Reviews
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