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Tag Archives: classroom advice
There’s No Polite Way to Say “I Told You So”
Back in 2014, Pam Mueller and Dan Oppenheimer made headlines with their wittily titled study “The Pen Is Mightier Than The Keyboard.” In that study, they found that students learn more from taking handwritten notes during a lecture than from
Two Helpful Strategies to Lessen Exam Stresses
Exam stress bothers many of our students. Sadly, it hinders students from lower socio-economic status (SES) families even more. As a result, these students struggle — especially in STEM classes. And, this struggle makes it harder for them to enter
Does Drawing a Simple Picture Benefit Memory?
If a picture is worth 1000 words, how many words is drawing a picture worth? More specifically, Jeffrey Wammes & Co. have been exploring this question: is it true that drawing benefits memory? If I draw a picture of a
Research Summary: The Best and Worst Highlighting Strategies
Does highlighting help students learn? As is so often the case, the answer is: it depends. The right kind of highlighting can help. But, the wrong kind doesn’t help. (And, might hurt.) And, most students do the wrong kind. Today’s
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Tagged boundary conditions, classroom advice, homework, long-term memory
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New Research: Personal Best Goals (Might) Boost Learning
Some research-based suggestions for teaching require a lot of complex changes. (If you want to develop an interleaved syllabus, you’re going to need some time.) Others couldn’t be simpler to adopt. Here’s a suggestion from researchers Down Under: encourage your
Bit by Bit, Putting It Together
Over at Teacherhead, Tom Sherrington has posted a form that teachers can use for lesson plans. He has put together different versions: one filled-in with explanations, another left blank for teachers to use, yet another for adapting and editing. The Bigger
New Year, New Habits: More Learning!
When the school year starts back up in January, teachers would LOVE to use this fresh start for good. In particular, our students might have developed some counter-productive habits during the first half of the year. Wouldn’t it be great
Escaping the “Inquiry vs. Direct Instruction” Debate
If you’d like to stir up a feisty argument at your next faculty meeting, lob out a casual observation about direct instruction. Almost certainly, you’ll hear impassioned champions (“only direct instruction leads to comprehension”) and detractors (“students must construct their
When Multitasking Helps (And Why Teachers Should Discourage It Anyway)
We all know that multitasking is baaaaad. In fact, we all know that multitasking doesn’t happen. Instead, when we think we’re multitasking, we’re actually switching rapidly back and forth between two tasks. (Or, heaven help us, more than two tasks.)
“We Can No Longer Ignore Evidence about Human Development”
The more teachers learn about neuroscience and psychology, the more we admire Dr. Mary Helen Immordino-Yang. Unlike most researchers, she has spent time as a classroom teacher. And, her extensive research—in both neuroscience and psychology—offers us wise perspectives on our