Tags
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
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Monthly Archives: February 2021
When Evidence Conflicts with Teachers’ Experience
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.
“Soft” vs. “Hard” Skills: Which Create a Stronger Foundation?
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’m Not Excited, YOU’RE Excited (OK: I’m Excited)
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
Teachers vs Tech?: The Case for an Ed Tech Revolution by Daisy Christodoulou
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
Does MOVEMENT Help LEARNING?
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?