Tags
ADHD adolescence attention bilingual education book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math metacognition 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
- 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?
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Monthly Archives: December 2018
New Research: Personal Best Goals (Might) Boost Learning
Some research-based suggestions for teaching require a lot of complex changes. (If you want to develop an interleaved syllabus, you’re going to need some time.) Others couldn’t be simpler to adopt. Here’s a suggestion from researchers Down Under: encourage your
Bit by Bit, Putting It Together
Over at Teacherhead, Tom Sherrington has posted a form that teachers can use for lesson plans. He has put together different versions: one filled-in with explanations, another left blank for teachers to use, yet another for adapting and editing. The Bigger
New Year, New Habits: More Learning!
When the school year starts back up in January, teachers would LOVE to use this fresh start for good. In particular, our students might have developed some counter-productive habits during the first half of the year. Wouldn’t it be great
A Festive Holiday Present for You
We don’t focus a lot on seasonal cues here at the blog, but… Given that many of us are celebrating holidays about now, perhaps you’d like a present. (Trust me: it’s information every teacher wants…)
Posted in L&B Blog
Leave a comment
Escaping the “Inquiry vs. Direct Instruction” Debate
If you’d like to stir up a feisty argument at your next faculty meeting, lob out a casual observation about direct instruction. Almost certainly, you’ll hear impassioned champions (“only direct instruction leads to comprehension”) and detractors (“students must construct their
Reader, Come Home: The Reading Brain in a Digital World by Maryanne Wolf
How often do you read in a deep and sustained way fully immersed, even transformed, by entering another person’s world? In her newest book, Reader, Come Home: The Reading Brain in a Digital World,Maryanne Wolf cautions that, the way our
Unambiguously Good News about Teens and Sleep
You read that right. I mean: it’s really good news about teens and sleep. We all want adolescents to sleep more. Better said, we know that they need to sleep more. More sleep should benefit, say, their mental health, their physical
When Multitasking Helps (And Why Teachers Should Discourage It Anyway)
We all know that multitasking is baaaaad. In fact, we all know that multitasking doesn’t happen. Instead, when we think we’re multitasking, we’re actually switching rapidly back and forth between two tasks. (Or, heaven help us, more than two tasks.)
![AdobeStock_169457901 [Converted]_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2018/12/AdobeStock_169457901-Converted_Credit-768x564.jpg)
Brain Research in Translation
Science relies on skepticism, so let’s ask a skeptical question: “Does it really benefit teachers to understand brain research? Isn’t good teaching good teaching?” If you’re reading this blog, you doubtless already see the value that brain research offers teachers.