Yearly Archives: 2019

The Deep History of Ourselves: The Four-Billion-Year Story of How We Got Conscious Brains by Joseph LeDoux

New York University Professor and National Academy of Sciences member Joseph LeDoux recently published The Deep History of Ourselves: The Four-Billion-Year Story of How We Got Conscious Brains. He argues that understanding the evolutionary history of life on earth, which



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“Educating Anxious Brains”: Digging Deeper

I wrote two weeks ago about our first 2020 education conference:¬†Educating Anxious Brains, in San Francisco — February 14-16. As you saw in that post, educators have lots to concern us: trauma & stress, and their effects on minds and



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Battles Worth Fighting: “What the Academy Taught Us”

A recent book on changing school systems offers valuable advice to teachers interested in psychology and neuroscience research. Continue reading



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How to Find Happiness

At this time of year, we can easily get distracted by things. If I have the right stuff — not the John Glenn kind of “right stuff,” but the right objects — then I’ll feel better about my life and



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A Holiday Present for the Teacher/Skeptic (in Beta)

A new website helps us confirm — or disconfirm — research findings that (perhaps) ought to guide our teaching. Continue reading



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Understanding (False) Learning Styles Beliefs

When people say they “believe in learning styles,” what exactly do they mean? Recent research helps answer that question…and thereby offers strategies for helping change their minds. Continue reading



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Introducing Our 2020 Education Conferences

The first of our 2020 education conferences will focus on Educating Anxious Brains. Scholars, teachers, and community leaders will describe the effects of stress and trauma, and share proven strategies for improving lives and school. Continue reading



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Balancing Direct Instruction with Project-Based Pedagogies

Tom Sherrington’s essay on direct instruction and project-based pedagogies is now available on his website. And: it prompts important questions about the novice/expert continuum. Continue reading



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Dangerous Fluency: Performance Isn’t Always Learning

Cognitive science research helps teachers understand learning better than our students do. We should be confident in offering wise counsel. For instance: based on research, should be ban technology from classrooms? Continue reading



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A Hidden Strength of “Concreteness Fading”

Upbeat, perky brand names for teaching methods distract from sensible conversations about their real merits. Continue reading



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