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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
- David Panush on Teaching Minds & Brains: the Best Books to Read
- Chad Klein on Have You Heard of…”Prospective Memory”? What It Is, Why Teachers Should Notice
- 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
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Monthly Archives: May 2022
Does a Teacher’s Enthusiasm Improve Learning?
Sometimes research confirms our prior beliefs. Sometimes it contradicts those beliefs. And sometimes, research adds nuance and insight to overly-broad generalizations. Here’s the story: Benefits of Enthusiasm It seems too obvious to say that a teacher’s enthusiasm benefits learning. OF COURSE
When Analogies Go Wrong: The Benefits of Stress?
An amazing discovery becomes an inspiring analogy: Researchers at BioSphere 2 noticed a bizarre series of events: their trees kept collapsing under their own weight. Why on earth would trees collapse? It doesn’t happen outside the BioSphere; so why would
Failure to Disrupt by Justin Reich
Failure to Disrupt: Why Technology Alone Can’t Transform Education is a well-written critical synthesis of overzealous claims and unrealistic attempts to revolutionize education through technology. Its author, Justin Reich, is an Assistant Professor in the Comparative Media Studies department at
Handwritten Notes or Laptop Notes: A Skeptic Converted?
Here’s a practical question: should our students take notes by hand, or on laptops? If we were confident that one strategy or the other produced more learning – factual learning, conceptual learning, ENDURING learning – then we could give our
Too Good to Be True? “Even Short Nature Walks Improve Cognition”?
Good news makes me nervous. More precisely: if I want to believe a research finding, I become very suspicious of it. After all: it’s easy to fool me when I want to be fooled. Specifically: I’m an outdoors guy. I’ve worked at
Working Memory: Make it Bigger, or Use it Better?
Cognitive science has LOTS of good news for teachers. Can we help students remember ideas and skills better? Yes, we can! (Check out retrieval practice and other desirable difficulties). Can we promote students’ attention? Yes, we can! (Posner and Rothbart’s