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
- Cultural Field Trips: Do They Really Enhance SEL? |Education & Teacher Conferences on Live Theater Boosts Student Knowledge and Tolerance
- Andrew Watson on Practical Advice for Students: How to Make Good Flashcards
- Linda on Practical Advice for Students: How to Make Good Flashcards
- Brooks Langrehr on The Brain and Emotional Intelligence by Daniel Goleman
- Practical Advice for Students: How to Make Good Flashcards |Education & Teacher Conferences on Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III and Mark A. McDaniel
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Monthly Archives: May 2021
Why Don’t Students Like School? (2nd. ed.) by Daniel T. Willingham
Why don’t students like school? Daniel T. Willingham, Professor of Psychology at the University of Virginia, addresses this and nine other significant questions about how the human mind works and the implications for teaching in his book aptly titled, “Why
Posted in Book Reviews
Leave a comment
Let’s Talk! How Teachers & Researchers Can Think and Work Together
Once you say it out loud, it’s so obvious: Teachers benefit from learning about psychology and neuroscience. AND, psychologists and neuroscientists (in certain fields) benefit from learning more about classroom teaching. These beliefs inspire our conferences and seminars and summer
Posted in L&B Blog
Leave a comment
A Beacon in the Mindset Wilderness
For a few years now, I’ve been in the Mindset wilderness. Three years ago, I spent lots of time tapping the brakes. “Yes,” I’d say, “we do have plenty of good research behind this strategy. HOWEVER, let’s be realistic. A
“Compared to What”: Is Retrieval Practice Really Better?
When teachers turn to brain research, we want to know: which way is better? Are handwritten notes better than laptop notes? Is cold-calling better than calling on students who raise their hands? Is it better to spread practice out over time,
Making “Learning Objectives” Explicit: A Skeptic Converted?
Teachers have long gotten guidance that we should make our learning objectives explicit to our students. The formula goes something like this: “By the end of the lesson, you will be able to [know and do these several things].” I’ve