Tags
ADHD adolescence attention book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding education elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math 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
- Understanding Test Anxiety on Test Anxiety: How and When Does It Harm Students?
- A Skeptic Converted? The Benefits of Narrative |Education & Teacher Conferences on Help Me Understand: Narrative Is Better than Exposition
- Debate #4- Cell phones be banned from the classroom. | Aradhana's blog – ECI830 on Cell Phones in the Classroom: Expected (and Unexpected) Effects
- The Rare Slam Dunk? Blue Light Before Bed |Education & Teacher Conferences on “Writing By Hand Fosters Neural Connections…”
- Andrew Watson on “You Can Find Research that Proves Anything”
ABOUT THE BLOG
Monthly Archives: July 2018
![AdobeStock_111399141_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2017/02/AdobeStock_111399141_Credit.jpg)
Don’t Miss This Handy Compilation of Research Summaries
Over at Teacherhead, Tom Sherrington has gathered more than a dozen summaries of teaching research….
![preschool for parents](https://www.learningandthebrain.com/blog/wp-content/uploads/2018/07/AdobeStock_188342343_Credit-768x512.jpg)
Preschool for Parents: Surprising Long-Term Benefits
Head Start programs prepare young children — especially those from lower socio-economic cohorts — for success in school. Can these programs help more if extended by the parents? Continue reading
![false learning categories](https://www.learningandthebrain.com/blog/wp-content/uploads/2018/07/AdobeStock_49926469_Credit-768x568.jpg)
You Are a Learning Style of One
Many educational fads ask teachers to sort our students into false learning categories: by learning style, for example, or by gender. Instead, we should focus on cognitive processes — like memory and attention — that apply to all our students. As learners we can’t be categorized, but we’re more alike than different. Continue reading