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- Shelley on Chronotype Influences Grades. Owls Are Sad…
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Tag Archives: attention
Surprise! The Unexpected Outdoor Class Advantage
But do your students have a point? Might there be good reasons to move class outside every now and then? Continue reading
Consider the Squirrel…
If you have a chance, I highly recommend reading The Distracted Mind — especially if you’ll be attending the upcoming conference. Authors Adam Gazzaley (a neuroscientist) and Larry D. Rosen (a psychologist) explain our current difficulties with attention by looking at — hold
Cell Phones in the Classroom: Expected (and Unexpected) Effects
Quick! Where’s your cell phone? Now that I’ve got your attention: what effect does the location of your cell phone have on your attention? Researchers have recently found some predictable answers to that question–as well as some rather surprising ones.
The Distracted Mind: Ancient Brains in a High-Tech World by Adam Gazzaley and Larry D. Rosen
People are inherently information seekers. In today’s high-tech world this tendency can draw us to distraction and keep us from accomplishing our goals. Adam Gazzaley, a neuroscientist at the University of California, San Francisco, and Larry Rosen, a psychologist at
Classroom Note Taking: A Solution to the Technology Conundrum?
[Editor’s note: this guest blogger piece is by Cindy Gadziala, Chairperson of Theology at Fontbonne Academy in Milton, MA.] I am a veteran teacher, and yet sometimes I feel overwhelmed by all that I am supposed to be doing in
A Fresh Desirable Difficulty?
Robert Bjork and Elizabeth Ligon Bjork have argued that the right kind of difficulty can facilitate ultimate learning. These difficulties–“desirable difficulties”–require extra cognitive engagement, and thereby promote long-term memory formation. Presenters at Learning and the Brain conferences often talk about
Bilingual Advantage: Efficient Processing
Recently, I linked to a study suggesting potential downsides to bilingualism: in at least this one study, bilingual students were less successful with metacognition than monolingual students. In that post, I noted that this one detriment doesn’t mean that bilinguals