Q&A Collections: Advice for New Teachers
(Education Week – Subscription Required)
I’ll begin posting new questions and answers in early September, and during the summer will be sharing thematic posts bringing together responses on similar topics from the past six years.
Broader training sought for STEM students
(Monitor on Psychology)
A new report finds that graduate programs are neglecting to teach students skills that they need for today’s workplace
Student Assessment of Learning in the Classroom
In my AP Psychology classroom, most of my students are great at memorizing facts and regurgitating them on quizzes/tests. I spend a considerable amount of time introducing learning strategies to my students and incorporating them into their studying/practicing habits. I discuss this further here and here. Under the umbrella of discussing learning strategies with my students falls the topic of assessment of learning.
Really? Really. How Our Brains Figure Out What Words Mean Based On How They’re Said
(NPR Health Shots)
It’s not just what you say that matters. It’s how you say it. Take the phrase, “Here’s Johnny.” When Ed McMahon used it to introduce Johnny Carson on The Tonight Show, the words were an enthusiastic greeting. But in The Shining, Jack Nicholson used the same two words to convey murderous intent. Now scientists are reporting in the journal Science that they have identified specialized brain cells that help us understand what a speaker really means. These cells do this by keeping track of changes in the pitch of the voice.
Should this assistant professor lead an investigation into complaints against a dean?
(Monitor on Psychology)
The APA Ethics Code can be useful for psychologists in academia.
Taking Control of Your Professional Development with Research – Post 3
The first two posts in this series introduce its purpose and address where to find the research. As a whole, this series intends to empower educators to take control of their professional development with research. Often times, the prescribed whole-school PD doesn’t meet the needs of all classes and students. I believe teachers should invest in seeking out your own development, specific to your class rosters.
Do Concrete Examples Hinder Learning?
The use of concrete examples is one of the six strategies for effective learning that we discuss throughout this website. Our goal is to present strategies that are evidence-based and we have blogs devoted to the effectiveness of concrete examples (here, here, and here) but we have discussed before that these strategies do not work in every situation. We have blogs about times when retrieval practice might not work (here and here) as well as other learning strategies, such as writing or the use of manipulatives that do not always work the way that you might think.
GUEST POST: Integrating Effective Strategies for Learning into a School Curriculum
Over the past three years we have faced a number of challenges in improving the quality of learning in our school and department. On many occasions we have rewritten and tweaked lessons and Schemes of Work (SoW) to incorporate new policies or ideas. As scientists, we like to think that we were critical of the evidence, but as teachers we took many ideas as logically sound and proceeded without question.
So You Want to Work at a Teaching College?
(The Chronicle of Higher Education)
During my graduate-student orientation, one professor began her talk with her own Horatio Alger story: She’d worked her way up from a teaching-focused college, where she’d found it agonizing to face a steady stream of students in her office, to a coveted position at a research university, where, she happily noted, faculty members don’t get bogged down in student drama.
Do universities actually equip students with the tools for tomorrow?
(Times Higher Education)
Universities claim to bestow on graduates the key to open the door to any job: critical thinking. But even if they do, are employers interested?
Psychology students, protect thyselves
(Monitor on Psychology)
What graduate students need to know about professional liability, student insurance and safeguarding their careers.
Personalizing via technology?
…“‘personalised learning’ must follow the evidence on how children learn. It must not be an excuse to revive pseudoscientific ideas such as ‘learning styles’: the discredited theory that each child has a particular way of taking in information.”
Transforming High School Through Self-Directed Learning
Running an innovative, technology-inspired after school program for city kids near Boston wasn’t enough for Alec Resnick. The Massachusetts Institute of Technology graduate and entrepreneur knew that to make a sustained impact in the learning lives of young people he needed more connection than a few hours each week. His goal was simple: blur the lines between schooling and learning by putting young people in charge of their education, with facilitators and resources available to guide and assist. In 2016, he and his team won a grant to do just that.
Schools need to encourage broader participation in science learning outside of the classroom
Schools are failing to offer sufficient opportunities for students from diverse backgrounds to engage in science-based learning outside of the classroom, and should be doing more to open up participation, according to new research.
How does the gut know truth?
(Psychological Science Agenda)
The psychology of “truthiness.”