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If I was teaching Social Studies today…

Dangerously Irrelevant

Like many teachers, I would tap into the the Library of Congress, which would give me tips for teaching with primary sources , including quarterly journal articles on topics such as integrating historical and geographic thinking.

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No easy toolkit for SEL, the illusion of multitasking and more in the news roundup

Psych Learning Curve

“What is clear is that people are not capable of thinking two different thoughts at the same time” People have short memories (Medium) A 2007 research study in the Journal of Experimental Psychology: Learning, Memory, and Cognition, found that people have the best memory for words and information they deemed necessary for survival.

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Transforming Adult Students into Scholars

ED Surge

So when one student says she plans to study the Bermuda Triangle, the professor recommends that she ask a librarian—maybe the one who talked to the class earlier in the semester—to help her curate a reading list of secondary sources. As for primary sources, the professor suggests looking for a map, or a ship’s record, or a diary entry.

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Beyond Screens: The Benefits of Paper-Based Learning for Elementary Students

Studies Weekly

Creating Connections Because Studies Weekly’s print publications are consumable, students can create artifacts to demonstrate their learning by cutting the primary sources and other information out of their publications. Current Directions in Psychological Science , 27 (5). Frontiers in Psychology , 10. Wammes, J.

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The Impact of a Teacher

Studies Weekly

Research in neuroscience and psychology explains these lasting benefits. And you may be the only positive thing they can rely on. You know that students will always learn best when they feel cared for and valued by their teachers.

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#TeachTruth Syllabus

Zinn Education Project

The tsunami of laws and Executive Orders attacking public school curricula mobilize a range of doublespeak, from divisive concepts to race scapegoating to psychological stress; many include the admonition that teachers may not teach students that the United States is fundamentally or irredeemably racist or sexist.