Become a Think Tank star! Here are some of the future issue topics we are thinking about. Would you, or anyone you know, like to write about any of these? Or is there another topic you’d like to recommend? Do you have any suggestions for lead-in, or just plain interesting, videos? How about writing a book review? Or sending us a story about your experiences? Contact us.
Homework and Change By: Roger Blievernicht Share on facebook Share on twitter Share on linkedin I’ve always been amazed at the speed with which junior high school teachers can grade
Rosenshine’s 10 Research-Based Principles of Teaching By: Matt Ehlers Share on facebook Share on twitter Share on linkedin While most of this issue is on evidence-based learning strategies, Barak Rosenshine
In response to the COVID-19 pandemic, we are forced to make behavioral changes such as hand-washing and mask-wearing. We avoid crowds, maintain social distancing. and take measures for ventilation to prevent infection, even on cold winter days! Now, these new behaviors are part of our daily routine. Without thinking much, I frequently wash my hands and regularly wear a mask.
During this period, I have also developed a new study habit: listening to a foreign language program on the radio and studying Spanish for 15 minutes three days a week.
There are many ways to teach and to learn. Some ways are not particularly effective or efficient (e.g., repetitive re-reading of the same material) and some ways are highly effective and efficient (e.g., correctly using flashcards). One would think that all teachers and students would abandon the ineffective ways and adhere to a diet of healthy study choices. Unfortunately, many who could benefit from an awareness of what would help them have not been presented with the information that they need to make the change.
One of the main quests for any teacher has been to find practical solutions to help students improve their learning outcomes. Since learning is a complex phenomenon and learners are unique individuals with different brains, the task at hand might feel quite challenging and at times discouraging. However, if we look at cognitive processes underlying learning, we might be able to help tackle them more effectively and maximize learners’ achievement. Learning requires memory and a good place to start digging more about memory and how it works is The Science of Learning (SoL).
We’re doing something a little different with this month’s issue: we’re basing the entirety of it on evidence-based teaching and learning strategies. So, rather than focusing on a particular facet of the mind, the brain, or education, we’re instead taking a more holistic approach and looking at what techniques neuroscience and educational psychology research have shown are most effective in the classroom. Readers are in for a treat with an issue chock full of nitty-gritty teaching and learning tips that are backed by actual evidence and data.