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ADHD adolescence art education attention bilingual education boundary conditions classroom advice collaboration 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 mind-wandering mindfulness Mindset motivation neuromyths neuroscience parents pre-K psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Dr. Ruby M. Jackson on Transcend: The New Science of Self-Actualization by Scott Barry Kaufman
- Andrew Watson on “How to Study Less and Learn More”: Explaining Learning Strategies to our Students
- Prof Dr Peter Shephard on “How to Study Less and Learn More”: Explaining Learning Strategies to our Students
- Tina on “Doing Science” or “Being a Scientist”: What Words Motivate Students?
- Anees Shah on Kid Confidence: Help Your Child Make Friends, Build Resilience, and Develop Real Self-Esteem by Eileen Kennedy-Moore
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Monthly Archives: April 2019
Working Memory Overload Throws Neurons Out of Synch
Students use working memory all day long, but they — and we — don’t have very much. New research is starting to explain what happens when they experience working memory overload. In brief: brain regions that must function synchronously stop doing so. Some day this research field might help our students learn more effectively. Continue reading
Is Failure Productive? (Hint: We Should Ask a Better Question)
Two research groups studied (more or less) the same technique with two different student populations — and got very different answer. These contradictory findings give teachers important lessons about using psychology and education research most wisely. Continue reading
Posted in L&B Blog
Tagged boundary conditions, classroom advice, desirable difficulty
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The Simplest Motivation Strategy that You’re (Probably) Not Using
Two simple techniques to overcome mundane daily obstacles make it much likelier that our students — and we — will get work done. Continue reading