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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
- Andrew Watson on Have I Been Spectacularly Wrong for Years? Part 1
- Cher Chong on Have I Been Spectacularly Wrong for Years? Part 1
- Andrew Watson on Practical Advice for Students: How to Make Good Flashcards
- Beth Hawks on Practical Advice for Students: How to Make Good Flashcards
- Max on ChatGPT and Beyond: The Best Online Resources for Evaluating Research Claims
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Monthly Archives: October 2019
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
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
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
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
What if a Research-Supported Educational Idea is Unconstitutional?
A religious studies professor argues that required mindfulness programs in schools create constitutional problems. She also offers solutions. Continue reading
When Introverts Act Like Extraverts (and Vice Versa)
Surprising new findings suggest that introverts can act like extraverts — and that they get some important benefits from doing so. This finding asks us to rethink powerful arguments about schools and personality types. Continue reading
The Deepest Well: Healing the Long-Term Effects of Childhood Adversities by Nadine Burke Harris
Nadine Burke Harris explains that she wrote The Deepest Well: Healing the Long-Term Effects of Childhood Adversities to help parent and caregivers provide their children with the best opportunity in life, even when they face difficulties. This book is a critical,
Advice: It Is Better to Give than Receive
Students benefit not only from receiving advice, but also from giving it. This low cost strategy can build confidence and promote learning. Continue reading
What Students Want to Know about Brains and Learning, Part II
High school students have questions. We have (some) answers. Continue reading
Study Advice for Students: Getting the Specifics Just Right
To get the best benefits from “retrieval practice,” teachers can try this strategy to reassure and motivate nervous students. Continue reading