Monthly Archives: April 2018

Resilient: How to Grow an Unshakable Core of Calm, Strength, and Happiness by Rick Hanson with Forrest Hanson

Rick Hanson, senior fellow at the Greater Good Science Center at UC Berkeley and a New York Times best-selling author of several books, has teamed up with his son Forrest, a writer and editor for the website Eusophi, to write



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Understanding Scanning Technology: When and Where in the Brain

The good folks over at TedEd have produced another helpful brain video — this one exploring different brain-scanning techniques. This video does a particularly good job exploring both the strengths and the weaknesses of each technology. Location, Location…oh, and Timing



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Chronotype Influences Grades. Owls Are Sad…

Sleep researchers distinguish between morning “larks” and night “owls.” These chronotypes influence grades, because school schedules favor morning larks over night owls. If we want to help all our students learn, we should create schedules that work for as many of them as possible. Continue reading



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Can You Resist the Seductive Allure of Neuroscience?

The seductive allure of neuroscience often blinds us. In fact, the image on the right shows the part of the brain — the focal geniculative nucleus — that lights up when we’re taken in by false neuroscience information. Ok, no



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Daring to Flip the Public Health Classroom

“Flipping the classroom” has been around long enough now to have its own Wikipedia page. Proponents suggest that this strategy allows teachers to focus less on direct instruction and more on collaboration, problem solving, and application. Critics respond that direct



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Can You Rely on Meta-analysis? Can You Doubt It?

Over at his blog Filling the Pail, Greg Ashman likes challenging popular ideas. In a recent post, he takes issue with meta-analysis as a way of analyzing educational research. In the first place, Ashman argues — in effect —  “garbage



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When Bad Technology Is Good Instead

Action video games and cell phones take most of the heat in discussions about the perils of technology. Who’s got anything good to say about either? Continue reading



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Vital Resources in Psychology: the Best Research for Teachers

These vital resources in psychology research can help teachers find the most effective teaching practices. They also provide lively examples of researchers doing what they do best: exploring complex questions with imagination and humility. Continue reading



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Don’t “Ignore the Man Behind the Curtain”

If you’ve got a question about the study you just read — for example, how best to make it work in your classroom — you just might reach out to the study’s author. Continue reading



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Training Working Memory: Bad News, and Surprising Great News

Training working memory might be effective not because it increases WM, but because it gives participants a chance to figure out a successful strategy. If so, we can give students the same boost simply by telling them that strategy… Continue reading



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