Learning & the Brain

The topic of #Executive_Function often turns into a grab-bag list. Wouldn't it be better to have a coherent structure? @VanDammeEDU and Charles Fadel offer just that: bit.ly/3MYwQTA

To make learning "sticky," teach ideas in at least 3 different contexts. @dylanwiliam explains in this short video: bit.ly/46xYr4t

Vitamins or painkillers? @msrebeccabirch explains: bit.ly/40xFJ9A

AI plagiarism is a threat to the integrity of many traditional assessments, but AI grading and feedback tools promise to improve learning and reduce teacher workload. What is the hype and what is reality? How can we avoid a dystopian future where AI chatbots grade AI-generated assignments? This session will provide you with general principles you can use to evaluate new AI assessment practices, and with some new practical approaches you can take away to use in your classroom. Join @daisychristo online March 28: bit.ly/41aaaD3

To better manage students' #cognitive_load, @AmmarMerhbi suggests we think about "aligned complexity." As always, his ideas are worth a thoughtful read: bit.ly/3OPwi2J

Where do you stand in the #reading_wars? When our reviewer read Natalie Wexlers "Beyond the Science of Reading," he found: "instead of choosing a side, she reframes the question." Learn more about her nuanced understanding here: ow.ly/anCb50YlS86

More bad news about #ego_depletion: bit.ly/4cPhBGS

Teachers, you do want to go to this conference! Trust me.

Teachers want to know about #self_regulation and #attention. @DTWillingham has LOTS of practical wisdom to share. Come hear him speak at our "Teaching Executive Skills" conference in April: bit.ly/3LDOTxF

How can we help teaching become a science-based profession, not simply a belief-based profession? @nsachdeva2019 and @JimHewittOISE offer a critique, and a 4-step plan: bit.ly/3P4FRee

A year ago, our blogger surveyed relevant research on #subtitles, and found almost no benefits. bit.ly/49Z3Jbf A to-be-published study echoes those conclusions: bit.ly/4tQg8GB

How can we building inclusive, school-wide support for every teacher and every student? Come hear Glenn Whitman and @KristinASimmers at our "Teaching Executive Skills" Conference in New York City: bit.ly/3LDOTxF

Don't get too invested in #AI research conclusions focusing on education. AI evolves so rapidly that published conclusions almost certainly come from long-outdated AI tools. bit.ly/475371U

We can often predict the teaching moves that might overload #working_memory. How can we recognize WM overload **while it's happening**? Our blogger has thoughts: ow.ly/A61k50YlRQ5

In this study with 67,000 Chinese students, more exercise "is associated with" higher academic performance. bit.ly/4at3Vjo Note 1: "Is associated with" =/= "causes" Note 2: 67,000 is A LOT of students

@PhysicsHawk Our blogger is sneaky...

@learningandtheb Oh, okay, I read the post. Now, I see what you were doing there. (Although, I admit for a few second, I thought you were crazy, suggesting that food be put into lye, which would kill you.)

"When we understand the biology of digestion, we know more about good cooking. So too, when we understand the neuroscience of learning, we know more about good teaching." Our blogger considers those claims: ow.ly/j7lU50YiObj #edchat

Should you read Instructional Illusions by @New_Old_Paul, @C_Hendrick, and @DRJimHeal? Check out @helenrey's summary: bit.ly/4qRSdDQ (Hint: "YES!")

How should we think about the relationship between #ADHD and #Executive_Functions? @MarkBertinMD explains: bit.ly/46XbBbh

All too often, research into #reading_comprehension makes emphatic claims based on a few studies. @NateJoseph19 takes the opposite approach, looking for nuance in over 1500 studies. His conclusion: "There is no single [reading] comprehension pedagogy that works in all contexts." More here: bit.ly/3ZQMrY9

How do children learn #mathematics in the elementary grades? Why many encounter difficulties along the way? Drawing on key insights from the science of learning, Dr. Nancy Jordan will highlight practical, research-based strategies for designing effective interventions that support all learners. Learn more about foundational concepts including: number sense, computational fluency, and a deeper understanding of fractions. Join us March 14: bit.ly/406AoG0