collaborative learning

Update on “Collaborative Learning”

Andrew Watson
by: Andrew Watson
Posted on: September 12, 2018

Last week, I wrote about a potential strategy for making group-work more effective. A Boston-based…

AdobeStock_101690036_Credit

The Unexpected Dangers of Reading (and Writing) Blogs

Andrew Watson
by: Andrew Watson
Posted on: September 8, 2018

A recent post on a well-known education blog beats up on that old nemesis: “rote…

collaborative learning

What’s the Best Timing for Collaborative Learning?

Andrew Watson
by: Andrew Watson
Posted on: September 5, 2018

Learning can be a lonely business. Does collaborative learning help students? If yes, what guidelines…

stress helps

The Surprising (Potential) Benefits of Stress

Andrew Watson
by: Andrew Watson
Posted on: September 2, 2018

We’ve known for years that people listen to good news more than bad news. New research suggests, surprisingly, that stress helps us learn from the bad news as well as we learn from the good. Teachers should hope that this study will be repeated with school-aged children. Continue reading →

prior knowledge

Improve Your Syllabus & Lesson Plan With “Prior Knowledge”

Andrew Watson
by: Andrew Watson
Posted on: August 30, 2018

By explicitly including prior knowledge in our lesson plans, we can help students learn new material more effective. And, this effect might explain the syllabus-level benefits of spreading practice out over time: the “spacing effect.” Continue reading →

cognitive training

Play More Chess, Get More Smarts?

Andrew Watson
by: Andrew Watson
Posted on: August 23, 2018

Some research suggests that general cognitive training — through chess, or music lessons — might help students learn a broad array of academic disciplines. However, research that controls for placebo effects discounts that finding. Almost certainly, students must learn each particular skill by practicing it. Continue reading →

embodied cognition

Resources to Get Started with “Embodied Cognition”:

Andrew Watson
by: Andrew Watson
Posted on: August 15, 2018

The field of embodied cognition has gotten increasing attention in recent years. The short version…

retrieval practice timing

Let’s Get Practical: When Should Students Self-Test?

Andrew Watson
by: Andrew Watson
Posted on: August 8, 2018

When should students self-test for maximum learning? Recent research suggests that retrieval practice timing matters less than retrieval practice doing. That is: students can self test at the end of a textbook section, or an the end of a chapter; both techniques help them learn. For even better memories, do both! Continue reading →

parenting teens

Attack of the Teenage Brain!: Understanding and Supporting the Weird...

Rebecca Gotlieb
by: Rebecca Gotlieb
Posted on: August 7, 2018

John Medina, developmental molecular biologist and New York Times best-selling author, has written a book…

Meta-Learning

Nope: Brain Training Doesn’t Work, Volume 262…

Andrew Watson
by: Andrew Watson
Posted on: July 31, 2018

A recent study reveal — AGAIN –that “brain training” doesn’t work. Students can learn new things. But we can train their working memory or IQ in some abstract, artificial way. Continue reading →