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ADHD adolescence attention bilingual education boundary conditions classroom advice conference speakers constructivism/direct instruction creativity critical thinking 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
- Diane P. Zimmerman on Translating Research to the Classroom: the Case of Discovery Learning
- Kirsten Landry on Teaching Minds & Brains: the Best Books to Read
- Darla F Miller on Remembering and Forgetting in the Age of Technology by Michelle Miller
- Raymond Murphey on Making “Learning Objectives” Explicit: A Skeptic Converted? [Reposted]
- Sarah R Sullivan on It’s All in the Timing: Improving Study Skills with Just-Right Reminders
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Monthly Archives: July 2019
Good Dog! Goodbye, Dog…
The New York Times is reporting the death of Chaser, a dog who changed the way we think about canine cognition. We used to think that dogs could learn a handful of words, especially if they got treats afterwards. Chaser
When Parents Teach Reading, Do They Also Promote Math Skills?
New research from England gives parents insight into the relationship between learning to read and learning to count. Continue reading
The Mindset Controversy: Carol Dweck Speaks…
Carol Dweck has responded to recent concerns about her Mindset theory. Her answers offer helpful guidance to classroom teachers. Continue reading
Obsessed with Working Memory: Identifying Overload
Because working memory overload interferes with learning, teachers should be experts at spotting WM problems. Here’s how to do just that. Continue reading
Preparing Teachers for Deeper Learning by Linda Darling-Hammond and Jennie Oakes
Preparing Teachers for Deeper Learning by renowned education scholars, Linda Darling-Hammond and Jeannie Oakes, shows that it is possible to promote equitable education and deeper learning. While honoring the complexity of teaching, Darling-Hammond and Oakes suggest several ways to teach for
Naps In Schools (Just Might) Improve Classroom Learning
I like a good nap. I’m not sure there’s such a thing as a bad nap. But for this blog we must ask: can naps benefit learning? We’ve written often about the importance of a good night’s sleep for learning.
Does Banning Classroom Technology Improve Engagement? Learning?
A study looking a technology ban in a classroom yielded puzzling results, and insightful recommendations. Continue reading
Critical Thoughts on Teaching Critical Thinking
We can teach critical thinking within disciplines — especially when students master information, and practice core skills. Can we teach more general critical thinking skills? Continue reading
Obsessed with Working Memory: Anticipating Overload
Once we can define working memory and understand its importance, teachers help students learn by ANTICIPATING working memory overload. Here’s how we do that. Continue reading
Growing Mindsets in Argentina?
A study with 12th graders in Argentina highlights an important message about Growth Mindset: doing one thing once is unlikely to have much of an effect. Continue reading