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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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Tag Archives: critical thinking
The Art of Insubordination by Todd Kashdan
The Art of Insubordination: How to Dissent and Defy Effectively, a provocative title in a time of incredible social turmoil. One may think Todd B. Kashdan focuses on defying a system that is oppressive and conformist; the title brings to
Perspectives on Critical Thinking: Can We Teach It? How Do We Know?
Imagine the following scenario: A school principal gathers wise cognitive scientists to ask a straightforward question… “Because critical thinking is an essential 21st century skill, we know our students need to develop critical thinking skills. If we want to create
Getting the Timing Right: Critical Thinking Online
Spacing practice out helps students learn all sorts of things. Can it help them learn to be critical thinkers online? Continue reading
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Tagged boundary conditions, classroom advice, critical thinking, long-term memory
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Critical Thoughts on Teaching Critical Thinking
We can teach critical thinking within disciplines — especially when students master information, and practice core skills. Can we teach more general critical thinking skills? Continue reading
The Potential Perils of Google
You have heard before, and will doubtless hear again, that students don’t need to memorize facts because everything we know is available on the interwebs. Mirjam Neelen and Paul A. Kirschner explain all the ways in which this claim is