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
- Replication Studies: Validating Previous Findings in 2024-2025 - Editverse on Messy Science: How to Prepare Students for the Real World...
- What is a “Growth Mindset”? | Tech, Enterprising Architecture, and Related Topics on The Rise and Fall and Rise of Growth Mindset
- Phenomenological Studies: Exploring Lived Experiences in 2024-2025 on Why We Forget and How to Remember Better by Dr....
- Demystifying the concept of deep work – Gyfted on The Distracted Mind: Ancient Brains in a High-Tech World by...
- The Jigsaw Advantage: Should Students Puzzle It Out? [Repost] |Education & Teacher Conferences on Getting Bossy about Jigsaws; “Don’t Fence Us In”
ABOUT THE BLOG
Monthly Archives: August 2018
Improve Your Syllabus & Lesson Plan With “Prior Knowledge”
By explicitly including prior knowledge in our lesson plans, we can help students learn new material more effective. And, this effect might explain the syllabus-level benefits of spreading practice out over time: the “spacing effect.” Continue reading
Play More Chess, Get More Smarts?
Some research suggests that general cognitive training — through chess, or music lessons — might help students learn a broad array of academic disciplines. However, research that controls for placebo effects discounts that finding. Almost certainly, students must learn each particular skill by practicing it. Continue reading
Resources to Get Started with “Embodied Cognition”:
The field of embodied cognition has gotten increasing attention in recent years. The short version…
Let’s Get Practical: When Should Students Self-Test?
When should students self-test for maximum learning? Recent research suggests that retrieval practice timing matters less than retrieval practice doing. That is: students can self test at the end of a textbook section, or an the end of a chapter; both techniques help them learn. For even better memories, do both! Continue reading
Attack of the Teenage Brain!: Understanding and Supporting the Weird...
John Medina, developmental molecular biologist and New York Times best-selling author, has written a book…
Posted in Book Reviews
Tagged adolescence, adolescent learner, executive functions, john medina, teenage brain
Leave a comment