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- Early Thoughts on A.I. Research in Schools |Education & Teacher Conferences on ChatGPT and Beyond: The Best Online Resources for Evaluating Research...
- Thom Gething on Teachers’ Professionalism: Are We Pilots or Architects?
- Experts, Expertise, and Teachers (and Students!) |Education & Teacher Conferences on How Do Experts Think?
- Embodied Cognition: How Physical Experiences Shape Abstract Thinking on “Embodied Cognition” in Action: Using Gestures to Teach Science
- The Power Of Meta-Learning For College Students - The Techs Storm on Meta-Learning: The Importance of Thinking about Thinking
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The Deep History of Ourselves: The Four-Billion-Year Story of How...
New York University Professor and National Academy of Sciences member Joseph LeDoux recently published The…
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“Educating Anxious Brains”: Digging Deeper
I wrote two weeks ago about our first 2020 education conference:Â Educating Anxious Brains, in San…
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Battles Worth Fighting: “What the Academy Taught Us”
A recent book on changing school systems offers valuable advice to teachers interested in psychology and neuroscience research. Continue reading
How to Find Happiness
At this time of year, we can easily get distracted by things. If I have…
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A Holiday Present for the Teacher/Skeptic (in Beta)
A new website helps us confirm — or disconfirm — research findings that (perhaps) ought to guide our teaching. Continue reading
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Understanding (False) Learning Styles Beliefs
When people say they “believe in learning styles,” what exactly do they mean? Recent research helps answer that question…and thereby offers strategies for helping change their minds. Continue reading
Introducing Our 2020 Education Conferences
The first of our 2020 education conferences will focus on Educating Anxious Brains. Scholars, teachers, and community leaders will describe the effects of stress and trauma, and share proven strategies for improving lives and school. Continue reading
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Balancing Direct Instruction with Project-Based Pedagogies
Tom Sherrington’s essay on direct instruction and project-based pedagogies is now available on his website. And: it prompts important questions about the novice/expert continuum. Continue reading
Dangerous Fluency: Performance Isn’t Always Learning
Cognitive science research helps teachers understand learning better than our students do. We should be confident in offering wise counsel. For instance: based on research, should be ban technology from classrooms? Continue reading
A Hidden Strength of “Concreteness Fading”
Upbeat, perky brand names for teaching methods distract from sensible conversations about their real merits. Continue reading
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