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: 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.