Tags
ADHD adolescence art education attention bilingual education boundary conditions classroom advice collaboration creativity desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory metacognition methodology middle school mind-wandering mindfulness Mindset motivation multitasking neuromyths neuroscience parents pre-K psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- John Daniel on Obsessed with Working Memory: Resources
- landb on Consider the Squirrel…
- Fiona on Consider the Squirrel…
- Marlene E Natale on Not All of Us Work Effectively in a “Memory Palace”
- Andrew Watson on Cell Phones in the Classroom: Expected (and Unexpected) Effects
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Monthly Archives: April 2017
If You’re Reading this Blog, You’re Part of the Solution
Dr. Savo Heleta, a scholar at Nelson Mandela Metropolitan University, argues that scholars should devote more of their work to communicating with readers outside of the university. Heleta explains that, to his dismay, professors have few incentives to write for
Movin’ on Up
This New York Times article offers a handy overview of research into the importance of movement for learning. However, before you read it, you have to stand up and move around for three minutes. (By the way, if you’re interested
More Brain Horsepower?
This article summarizes the current debate — call it a “controversy” — about brain training. (The authors prefer the phrase “cognitive training.”) The authors conclude that intelligence can be increased, but … so far … only in controlled lab settings.
Share Your LEARNING AND THE BRAIN Stories
While you’re at Learning and the Brain, we’d love to hear your story. What have you learned? What will you try when you get home? How will you measure results? If you’d like to share your experience, please send me
Posted in L&B Blog
Leave a comment
Learning and the Brain Stories, #2
Curiosity and Play: Snowflakes and Standards by Dr. Debbie Donsky Common themes ran throughout the Learning and the Brain conference in San Francisco, February 17-19, 2017 but the ones that resonated most strongly with me were the ideas of curiosity
Posted in L&B Blog
Leave a comment
Your Brain Is Like a Computer, take 357
Because brains are so complicated, people who explain them routinely search for analogies. Your brain is like a muscle: practice makes it grow stronger. Your brain is like an orchestra, and the prefrontal cortex is the conductor. Brain-derived neurotrophic factor
No Homework in the Orchard
The Washington Post reports on [edit] Orchard School in South Burlington, VT, [a PK-5 school in Orchard, VT] which no longer assigns homework. Instead — and this is a crucial “instead” — it does urge students and families to read
Neuromyth or Neurotruth?
In the spirit of April Fool’s Day, I thought it would be fun to consider several of the false — even foolish — beliefs that people often have about brains. Take a look at the six statements below and judge
The Benefits (?) of Overlearning
I’m reviewing the vocabulary I learned in today’s Spanish class. The last time I went through my flashcard deck, I got all of those new words right. Should I keep studying? Or, is it time to move on to my