Tags
ADHD adolescence art education attention bilingual education boundary conditions classroom advice college concussion creativity desirable difficulty development diet elementary school embodied cognition emotion evolution exercise experts and novices gender high school homework intelligence long-term memory metacognition methodology middle school mind-wandering mindfulness Mindset motivation neuromyths neuroscience neurotransmitters parents pre-K psychology reading retrieval practice self-control skepticism sleep STEM technology working memoryRecent Comments
- Nini White on Helping Today’s Students Have More Open Minds
- Ellen on Montessori: The New Science behind a Century-Old Methodology (part I)
- Kathleen Valentine on Just Not a Useful Debate: Learning Styles Theory [Updated]
- Nancy Weinstein on Just Not a Useful Debate: Learning Styles Theory [Updated]
- Trish McRae on Just Not a Useful Debate: Learning Styles Theory [Updated]
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Tag Archives: experts and novices
Do Expert Teachers See More Meaningful Classrooms?
Why do chess experts win more chess matches than novices? This question has a perfectly straightforward answer: they know more about chess. Obviously. Forty-five years ago, William Chase and Herbert Simon tested another hypothesis. Perhaps, they speculated, chess experts see
Crucial in the Classroom: Distinguishing between Experts & Novices
Novices & experts think differently. Teachers should not treat novices like experts, but should help them become experts. To do so, we need to think realistically about the limits of novice cognition. Continue reading
Beware: Too Much Structure Hinders Creativity (for Experts)
Research shows that too much structure hinders creativity, whereas less-structured information allows more imaginative flexibility. Nonetheless, beginners do need structure to learn new skills. Continue reading
Interrupting Skilled Students
Here’s a sentence that won’t surprise you: practice typically makes us more skilled at the activity we’re practicing. Here’s a sentence that might surprise you: practice makes us more vulnerable to mistakes after an interruption. So, for example, if my
It Ain’t What You Know, It’s…Oh, No, Sorry, It IS What You Know
I sense that the tide is beginning to turn on the knowledge-versus-skills debate, ‘21st Century’ or otherwise. There is an increasingly confident voice shouting a phrase that teachers have shouted for the few thousands of years that there have been