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 The Hidden Lives of Learners
- Andrew Watson on Test Anxiety: How and When Does It Harm Students?
- Elizabeth Lutsky on Test Anxiety: How and When Does It Harm Students?
- Jack D Cerva on Warning: Misguided Neuroscience Ahead
- Jennifer Kresge on The Hidden Lives of Learners
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Monthly Archives: October 2021
Understanding Adolescents: Emotion, Reason, and the Brain
Kurt Fischer — who helped create Learning and the Brain, and the entire field of Mind, Brain, and Education — used to say: “when it comes to the brain, we’re all still in kindergarten.” He meant: the brain is so
Let’s Get Practical: Signaling a Growth Mindset
Most teachers know about Mindset Theory: the idea that students’ beliefs about intelligence shape their success in learning. Specifically: If I think that intelligence (whatever that is) can’t change, I learn less. If I think that intelligence can change, I learn more. Once
Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion by Wendy Suzuki
Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion takes a refreshing look at an emotional state, anxiety, that is often seen as a problem to be avoided and kept at bay; but here, Wendy Suzuki asks us to
How Do Experts Think?
Perhaps you’ve heard the saying: “To a hammer, everything looks like a nail.” It means, more or less, we see what we’re trained to see. If I bring a problem to a plumber, she’ll think about it like a plumbing problem.
Teachers’ Gestures Can Help Students Learn
Over the years, I’ve written about the importance of “embodied cognition.” In other words: we know with our brains, and we know with and through our bodies. Scholars such as Dr. Susan Goldin-Meadow and Dr. Sian Beilock have done splendid and