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
- 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
- Rick Mauerer on The Unexpected Problem with Learning Styles Theory
- Beth Hawks on Teaching Minds & Brains: the Best Books to Read
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Monthly Archives: August 2021
“Rich” or “Bland”: Which Diagrams Helps Students Learn Deeply? [Reposted]
Colorful diagrams might raise students’ interest. What do those diagrams do for their learning? Continue reading
How to Foster New Friendships in School? Seating Plans! (We’ve Got Research…)
In schools, we want students to learn many topics: math, and history, and reading, and health, and robotics… And, especially at the beginning of the year, we’d like them to make friends along the way. Can we help? One research
To Grade or Not to Grade: Should Retrieval Practice Quizzes Be Scored? [Repost]
We’ve seen enough research on retrieval practice to know: it rocks. When students simply review material (review their notes; reread the chapter), that mental work doesn’t help them learn. However, when they try to remember (quiz themselves, use flashcards), this kind
Parachutes Don’t Help (Important Asterisk) [Repost]
A surprising research finding to start your week: parachutes don’t reduce injury or death. How do we know? Researchers asked participants to jump from planes (or helicopters), and then measured their injuries once they got to the ground. (To be
Making “Learning Objectives” Explicit: A Skeptic Converted? [Reposted]
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