This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
More schools around the country, from Baltimore to Michigan to Colorado , are adopting these content-filled lessons to teach geography, astronomy and even art history. Others say learning facts is unimportant in the age of Google where we can instantly look anything up, and that the focus should be on teaching skills.
Learningsciences research investigates the process of learning in realistic settings, which can include schools, museums, after-school programs, home environments, or anywhere people typically learn. We are passionate about creating equitable learning and building research-practice partnerships.
A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about the world around them. It’s an indirect way of teaching reading comprehension. Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics.
Not to say that the promise was always to teach all kids—the system was designed to do exactly what it’s doing right now. ELW : I’m glad you brought up the need to connect technology with learningsciences research, since we often talk about how Digital Promise works at the intersection of educators, researchers, and developers.
Maybe you have also been surprised to find out that cognitive scientists actually know quite a bit about how we learn. Over the last several years, many of us have had the uncomfortable realization that there is a gap between how we teach and how scientific findings suggest we should teach. Brown, Henry L.
This is the fourth post in our series on “Powerful Learning,” a set of principles guiding our work supporting schools and educators to develop learning experiences that engage the hearts and minds of learners as we introduce new technologies. Powerful learning must be inquisitive and reflective. Recall supports memory 2.
For example, many math lessons focus on teaching the one correct path to reach the one right answer to a problem. Incorporate Productive Struggle and a Sense of Belonging to Improve Math Learning. How can educators transform their approach and teach math in a way that effectively addresses learner variability ? and Antonio M.
In fact, three of our top 10 episodes of the year explored various aspects of how new forms of artificial intelligence are impacting teaching and learning. How to Best Teach Immigrant and Refugee Students, and Why It Matters Schools are finding better ways to teach recent immigrant and refugee students.
” Also, research findings support two best practices for implementation: (1) make sure students do not have ready access to explanations, and (2) spend time up front teaching students how to ask good questions and construct thorough explanations. Quarterly Journal of Experimental Psychology, 35A, 39–49. Cepeda, N.
In this first post, we explore how Powerful Learning is personal and accessible, share research that grounds these two principles, and provide resources to support your own learning and teaching practices. Learningsciences research shows that these differences matter for learning.
None of these ideas are supported by mainstream psychologicalscience; a linked study of psychology researchers found 0% endorsement in every case. Other studies have found widespread support for myths about learning, even among highly educated people. Psychology of Education Review, 42 (2), 15-22.
In the bad-old days of college teaching, especially in technical subjects, professors would stand before a classroom of freshmen and say, “Look to the right, look to the left. In a poll addressed to attendees, I asked them to identify engaging teaching methods they use online and in person. One of them will not graduate.”
. — Danilo Moreta, a Cornell University graduate student studying corn breeding, stood wearing jeans and a black button-down shirt as undergraduate students entered room 336 in the Plant Science Building for a Tuesday night section of PLSCI 4300, Applications in Molecular Diagnostics. Moreta teaches the science section in Spanish.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content