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ADHD adolescence attention book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding education elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math 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
- Understanding Test Anxiety on Test Anxiety: How and When Does It Harm Students?
- A Skeptic Converted? The Benefits of Narrative |Education & Teacher Conferences on Help Me Understand: Narrative Is Better than Exposition
- Debate #4- Cell phones be banned from the classroom. | Aradhana's blog – ECI830 on Cell Phones in the Classroom: Expected (and Unexpected) Effects
- The Rare Slam Dunk? Blue Light Before Bed |Education & Teacher Conferences on “Writing By Hand Fosters Neural Connections…”
- Andrew Watson on “You Can Find Research that Proves Anything”
ABOUT THE BLOG
Monthly Archives: March 2019
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The Debate Continues: Being Bilingual Doesn’t Improve Executive Function
Adding to a complex research history, a new study finds that being bilingual did not increase executive function. Given the complexity of this question, perhaps we should focus on the obvious benefits of being bilingual: we can meet and talk with more people. Continue reading
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Factual Knowledge Must (Not?) Precede Higher Order Thinking
Scholars who focus on learning have long debated the importance of factual knowledge. Some (like Daniel Willingham) argue students need facts to undertake higher order synthesis and creativity. Others (like Jo Boaler) disagree. Recent retrieval practice research suggests that the primacy of facts might be overstated. But: it’s the first study of its kind, and we’ll need more information before we make big decisions. Continue reading
Posted in L&B Blog
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The Better Choice: Open- or Closed-Book Quizzes
As predicted by research into “retrieval practice,” closed-book quizzes do in fact help students learn better than open-book quizzes do. Once again, the right kind of difficulties can be desirable in school. Continue reading
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The Limitations of Neuroscience in Guiding Teachers
Neuroscience offers fascinating insights into brains; psychology provides specific teaching suggestions. However much we enjoy and learn from the former, we should keep our eye on the latter. (Helpful links provided.) Continue reading
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The Best (Counter-intuitive) Sleep Advice You’ll Get This Year
How to fall asleep faster? According to this research, take 5 minutes a write a to-do list for the upcoming days. This technique offloads stress, and promotes faster sleep onset. Continue reading
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Studying Wrong Answers Helps Learn the Right Ones
With teaching as with baking, sometimes you should follow steps in a very particular order….
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How Can We Encourage Girls to Pursue STEM Disciplines?
When we see alarming statistics about gender disparities in STEM disciplines, we quite naturally wonder…
PEERSĀ® for Young Adults: Social Skills Training for Adults With...
Young people with Autism Spectrum Disorder (ASD) typically want social relationships but have trouble building…
Posted in Book Reviews
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Can We Boost Our Students’ Self-Control?
You have, no doubt, heard about this research before. Walter Mischel tested preschoolers on self-control….
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A Handy Summary of Memory Definitions, for Teachers and Students
Here‘s a quick summary of information about memory: sensory memory, working memory, long-term memory, and…