Recent research offers a helpful insight into adolescent emotion processing. Children and adults are relatively good at distinguishing among their emotions. They can say “I’m feeling angry, but not sad.” Adolescents, however, have a harder time sorting out their feelings. For them, negative emotions all churn together. Continue reading
When teachers contemplate asking students to take longhand notes, we should think about the level of desirable difficulty this strategy creates. We should also beware the working memory challenges inherent in note-taking, especially on complex material. Continue reading
New research into working memory might give teachers fresh perspective in the great homework debate. Well-designed homework might make new words and concepts easier to learn, because the right kind of practice can reduce differences between high- and low-working-memory students. Continue reading
A short, “intensive” college course might seem like a good idea. However, essential cognitive science principles suggest that students will learn less in them. Researchers consistently show that it’s better to spread learning out over time, and that easy learning doesn’t last. Continue reading
Although “more” often seems better, brains can benefit from “less.” Recent research suggests that higher levels of intelligence result from more efficient networks. These slim neural networks result in better processing. Continue reading
Although many experts argue that schools should have no grades, Doug Lemov strongly disagrees. His claim that the end of grades would preclude meritocracy has prompted a lively debate. Continue reading
According to a new study in Finland, a mother’s homework help might reduce her child’s feelings of autonomy and competence. For this reason, even well-intentioned help might reduce a child’s motivation–at least in 2nd and 3rd grades. Continue reading
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
