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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
- Diane P. Zimmerman on Translating Research to the Classroom: the Case of Discovery Learning
- Kirsten Landry on Teaching Minds & Brains: the Best Books to Read
- Darla F Miller on Remembering and Forgetting in the Age of Technology by Michelle Miller
- Raymond Murphey on Making “Learning Objectives” Explicit: A Skeptic Converted? [Reposted]
- Sarah R Sullivan on It’s All in the Timing: Improving Study Skills with Just-Right Reminders
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Monthly Archives: February 2022
The Downsides of Desirable Difficulties
For several years now, we’ve been talking about the benefits of “desirable difficulties.” For instance, we know that spreading practice out over time helps students learn more than does doing all the practice at once. Why? Because that schedule creates
Rationality by Steven Pinker
Over the last couple of years, we have often felt like the world is losing its collective mind. The news is profuse with interviews and shocking examples of apparent declines in rational thinking, and we are faced with regular internet
Too Good to be True: When Research and Values Collide
Let’s start with some quick opinions: Flipped classrooms… … can transform education and foster students’ independence, or … are often a waste of time, and at best just rename stuff we already do. A growth mindset… … allows students to
New Research: Unrestricted Movement Promotes (Some Kinds of) Creativity
Teachers like creativity. We want our students to learn what has come before, certainly. And, we want them to do and think and imagine new things with that prior knowledge. We want them, in ways big and small, to create.