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ADHD adolescence attention book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding education elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math 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
- Srijita on The Unexpected Problem with Learning Styles Theory [Reposted]
- Andrew Watson on Introducing “Schema Theory”
- Andrew Watson on Introducing “Schema Theory”
- andrew watson on Introducing “Schema Theory”
- Lukas on Think, Pair, Share: Does It Help? If Yes, Why?
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Learn Like a Pro: Science-Based Tools to Become Better at...
With the school year starting in just a couple of weeks, Learn Like a Pro:…
“Once Upon a Time”: Do Stories Help Learning?
When Daniel Willingham wrote Why Don’t Students Like School, he accomplished a mini-miracle: he made abstract…
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Conflicting Advice: What to Do When Cognitive Science Strategies Clash?
Teachers like research-informed guidance because it offers a measure of certainty. “Why do you run…
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Tagged desirable difficulty, interleaving, spacing effect, working memory
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Does Online Learning Work? Framing the Debate to Come…
I first published this blog post back in January. I’ve been seeing more and more…
Putting It All Together: “4C/ID”
We’ve got good news and bad news. Good news: we’ve got SO MUCH research about…
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