Yearly Archives: 2019

Can a Neuromyth Result in a Truce?

Tom Sherrington wants to call a truce between PBL advocates and those championing direct instruction. In a recent essay, he presents the terms of the cease fire. Continue reading



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Welcome to Boston! (Almost)

I’m looking forward to putting names to faces at our Boston conference! Continue reading



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Fostering Curiosity in the Classroom: “What Percentage of Animals are Insects?”

When we ask students to predict the answers to questions, we make them more curious about those answers. Continue reading



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Tea and Macbeth: Autobiographical vs. Semantic Memory

Dramatic classroom events are memorable, but they’re the wrong kind of memorable if we want students to learn the underlying concepts. Clare Sealy explains why. Continue reading



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Inquiry- and Problem-Based Pedagogy: Dramatic Results in South America (?)

This study conclusively shows that good teaching is more effective than bad teaching. Continue reading



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Today’s Neuro-Nonsense: Reading Brainwaves in the Classroom

Live EEGs in the classroom just don’t work this way. Continue reading



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Getting Research to Work in Schools

Some schools hire “research leads” to encourage research-based teaching in their schools. Does this approach work? Can it? Continue reading



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Prior Knowledge: Building the Right Floor

Researchers can demonstrate that some core knowledge is essential for students to start learning about a topic. Teachers can use that guidance to improve learning for all students. Continue reading



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Faster Learners Remember Better (Perhaps)

Adults who learned word pairs faster also remembered them better the following day. How does this research apply to schools? For lots of reasons, we just don’t yet know… Continue reading



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Motivation = “Self-Determination” + Common Sense

Common sense tells us that teachers should offer clear goals and specific feedback. Research supports that guidance, with an important caveat. Continue reading



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