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- Art jefferson Marr on Motivation = “Self-Determination” + Common Sense
- Ray Heyob on Let’s Get Practical: How Fast Should Videos Be?
- Will on Is Dopamine For Motivation or Learning?
- Sheryl Morris on Learning Without Borders: New Learning Pathways for all Students by Yong Zhao
- Gregoire Lefebvre on When Does Technology Distract Students? The Benefits of Research that Contradicts My Beliefs
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Monthly Archives: January 2022
A “Noisy” Problem: What If Research Contradicts Students’ Beliefs?
The invaluable Peps Mccrea recently wrote about a vexing problem in education: the “noisy relationship between teaching and learning.” In other words: I can’t really discern EXACTLY what parts of my teaching helped my students learn. Was it my content
The Goldilocks Map by Andrew Watson
The Goldilocks Map: A Classroom Teacher’s Quest to Evaluate ‘Brain-Based’ Teaching Advice is an entertaining and eye-opening conversation that seeks to help the reader develop a way of thinking that is sorely missing in today’s discourse around teaching and the
Teaching with Images: Worth the Effort?
According to Richard Mayer’s “multimedia principle,” People learn better from words and pictures than from words alone. If that’s true, then we should — obviously — be sure to include pictures in our teaching. However… Whenever we see a broad
Let’s Get Practical: How Fast Should Videos Be?
Research often operates at a highly abstract level. Psychologists and neuroscientists study cognitive “tasks” that stand in for school work. If we’re being honest, however, we often struggle to see the connection between the research task and actual classroom learning. HOWEVER…
The Benefits of Direct Instruction: Balancing Theory with Practice
When teachers hear that “research shows we should do X,” we have at least two broad questions: First Question: what’s the research? Second Question: what EXACTLY does X look like in the classroom? People who have the expertise to answer