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Yearly Archives: 2019
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Right Brained Language Learning (And Other Reasons to Ignore Brain...
Recent research shows that right-hemisphere brain activity predicts successful language learning. For that reason (and many others), we shouldn’t think about “right-brain” or “left-brain” mental functions. Continue reading
Visual & Verbal: Welcome to “Dual Coding”
By “dual coding” — that is, by presenting information both verbally and visually — we can reduce our students working memory load. And: we can help them learn. Continue reading
Early Signs of Autism: “Joint Attention”
This video, by Simon Baron-Cohen, explains the importance of “joint attention” in early diagnosis of autism. Continue reading
A Rose by Any Other Name Would Smell as Confusing
All too often, psychology discussions use confusing — or worse, deliberately cheerful — terminology. Teachers should seek out direct and neutral terms to simplify and clarify our discussions. Continue reading
No, Brain Scans Can’t See You Think
https://npjscilearncommunity.nature.com/users/19663-tracey-tokuhama-espinosa/posts/42620-deciphering-fact-from-fiction-about-the-brain Continue reading
Does Low-Structure Free Time Improve Executive Function?
Students can be taught executive-function skills that help in schools. They learn executive-function skills that help outside of school by playing on their own. Both kinds of practice help children mature. Continue reading
Great Myths of Adolescence by Jeremy D. Jewell, Michael I....
Do you think that teenagers today are lazier, riskier, and more self-absorbed than previous generations? Great…
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The Best-Known Neural Model of Learning Might be Substantially Wrong
A new neural model of long-term memory formation might change our understanding of learning. It should not, however, change our approaches to teaching. Continue reading
Building a Better Research Mousetrap: @justsaysinmice
A new twitter account can help you sort the good science reporting from the bad. And, it’s got cute pictures too. Continue reading
Meet Blake Harvard, “Effortful Educator”
An interview with Blake Harvard: high-school psychology teacher, and Effortful Educator. Continue reading
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Tagged boundary conditions, classroom advice, coaching, retrieval practice
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