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- Srijita on The Unexpected Problem with Learning Styles Theory [Reposted]
- Andrew Watson on Introducing “Schema Theory”
- Andrew Watson on Introducing “Schema Theory”
- andrew watson on Introducing “Schema Theory”
- Lukas on Think, Pair, Share: Does It Help? If Yes, Why?
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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
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