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Monthly Archives: February 2021
Here’s an interesting question: do students — on average — benefit when they repeat a grade? As you contemplate that question, you might notice the kind of evidence that you thought about. Perhaps you thought: “I studied this question in graduate school.
As teachers, should we focus on our students’ understanding of course content, or on our students’ development of foundational academic skills? Do they benefit more from learning history (or chemistry or spelling or flute), or from developing the self-discipline (grit,
I’ve been going to Learning and the Brain conferences since 2008, so it takes a lot to for a roster of speakers to WOW me. But this week I’m officially WOWed. Next weekend’s conference looks remarkable. In some cases, I’m
The dramatically increased reliance on technology to support students’ learning during the COVID-19 pandemic has brought to light educators’ need to understand how technology can support learning and how educators can make thoughtful decisions around the use of technology in
In the exaggerated stereotype of an obsessively traditional classroom, students sit perfectly silent and perfectly still. They listen, and watch, and do nothing else. Few classrooms truly function that way. But, how far should we go in the other direction?