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ADHD adolescence attention bilingual education book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity 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
- 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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Yearly Archives: 2021
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
Handwriting Improves Learning, Right?
Here’s a good rule for research: if you believe something, look for research that contradicts your belief. So, if you think that retrieval practice helps students learn, see if you can find research showing the opposite. If you disapprove of
The Power of Making Thinking Visible: Practice to Engage and Empower all Learners by Ron Ritchhart and Mark Church
Imagine how schools might be different if educators focused on the process rather than product of students’ thinking and tried to support students’ disposition to think. Ron Ritchhart, Senior Research Associate and Principal Investigator at Harvard Project Zero, and Mark
Why Don’t My High-School Students Just Follow My Advice?
I’ve been teaching for several centuries now. You’d think my students would believe me when I tell them how to make their sentences better. Or how to interpret literary passages. Or how to succeed in life. Why don’t they? Recent
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Let’s Get Practical: What Works Best in the Classroom?
At times, this blog explores big-picture hypotheticals — the “what if” questions that can inspire researchers and teachers. And, at times, we just want practical information. Teachers are busy folks. We simply want to know: what works? What really helps my
How Can We Help Students Study Better? [Repost]
This story might sound familiar: You attend a Learning and the Brain conference (like, say, our upcoming conference about Teaching During a Pandemic) and come away with FANTASTIC ideas. You go back to your classrooms — in person, online, asynchronous
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“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