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- sue happs on Warning: Misguided Neuroscience Ahead
- The Teacher Treasury on Decorating the Classroom: How Much Is Too Much?
- Walking Promotes Creativity? A Skeptic Weighs In... |Education & Teacher Conferences on The Goldilocks Map by Andrew Watson
- Josephine Cooper on The Bruce Willis Method: Catching Up Post-Covid [Reposted]
- Andrew Watson on The Unexpected Problem with Learning Styles Theory
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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?