Research: Investigating the Literacy – Mental Health Relationship
Research: mental health effects of feeling chronically improficient in the skill areas most important to success in school
unhealthy learning
Re: Making Sense of Teacher Professional Development
Re: Making Sense of Teacher Professional Development / Misconceptions That Block Learning
Update: Children of the Code Release: “The Brain’s Challenge”
“THE BRAIN’S CHALLENGE” is the centerpiece of the Children of the Code project and illustrates the main challenge underlying learning to read difficulties in the English language.
Neuroscience: Neural Correlates of Math Anxiety
Since posting my previous piece (When Learning Hurts – Toxic Learning) earlier this week, another blog focused on medical neuroscience posted a great overview of math anxiety called “Brain Markers of Math Anxiety“. The post refers to a study “The Neurodevelopmental Basis of Math Anxiety” that has identified the neural correlates of math anxiety for … Read more
When Learning Hurts – Toxic Learning
What and how students learn can have toxic effects on how well they learn thereafter. It’s vitally important that educators understand this.
Obama vs. Romney, The Great Debate: The Mission of Education in 21st Century America
How a president envisions the role of education in shaping the future of America is a telling indicator of his or her core beliefs, philosophies, economic theories, values, morals, and ethics.
What does it mean that most of our children are CHRONICALLY IMPROFICIENT in the skills most critically important for success in school?
What does it mean that most of our children are CHRONICALLY IMPROFICIENT in the skill areas most critically important for success in school?
Study: confusion can be beneficial to learning?
Pedagogically-strategically, leading learners into confusion means we can meet them in the confusion – we can arrange to be together in the confusion. For both their learning and ours, feedback, from their experience of confusion, is the best possible source of intelligence from which to tune/improve instructional design.
Shame: Self-Deceiving, Self-Misperceiving, and Learning Disabling
From Science 2.0: Of 3,500 college applicants, more than a third couldn’t report their weight accurately. The heavier they were, the less accurate their estimates. “This misperception is important because the first step in dealing with a weight problem is knowing that you have one,” said Margarita Teran-Garcia, a University of Illinois professor of food science … Read more
Confused? Shame on you!
What happens to you when you become confused? How do you feel? Most of our children are growing up in environments (families, schools, peer groups…) that insidiously (mostly unintentionally but nevertheless pervasively) teach them to blame themselves for feeling confused. Children who blame themselves for feeling confused feel shame when they feel confused. Naturally, subconsciously-automatically, children … Read more