Children Aren’t Born with Learning Styles, Scientists Warn Parents
(Newsweek)
The idea that some kids pick up information better when it’s presented visually, and others physically or by listening, is a myth that could rob children of opportunities to learn and a waste of parents’ money, according to scientists.
Recommended Books On The Science Of Learning
(Retrieval Practice)
Check out our recommended books and reports that describe research on the science of learning and provide practical tips for classroom teaching.
Belief in Learning Styles Myth May Be Detrimental
(APA’s Journal of Educational Psychology)
We found that some people are more likely to believe that students inherit their learning style from their parents and that learning styles affect brain function,” she said. “We also found that educators who work with younger children are more likely to hold this essentialist view. Many parents and educators may be wasting time and money on products, services and teaching methods that are geared toward learning styles.”
College Students (And Their Parents) Face A Campus Mental Health ‘Epidemic’
(NPR’s Fresh Air)
“What we’re seeing now are growing numbers of students coming [onto] campus who are already being treated for mental illness, or who are on various medications and who really have learned to manage their illnesses at home,” he says, “but suddenly they’re on their own and sometimes they’re not following through [with] their own recommended treatments.”
One-Fifth of Children Experience Cyberbullying, According to Their Parents
(Education Week’s Rules for Engagement – Subscription Required, Free Trial)
While many students still experience bullying in physical locations, almost 20 percent of children—some as young as 6-10—report being cyberbullied via social media sites and apps, according to a new study.
Building Growth Mindset in the Classroom: Assignments From Carol Dweck
(Education Week’s Inside School Research – Subscription Required, Free Trial)
Growth mindsets aren’t just for students. It helps for teachers to have a growth mindset about their students’ mindsets, too. A teacher’s classroom approach shapes whether their students believe they are born with fixed academic skills or can grow them through practice and experience, according to Carol Dweck, the Stanford University researcher who pioneered the study of academic mindsets.
Rethinking Campus Mental Health
(Inside Higher Ed)
If colleges focus more on connection, we may find we already have more of the resources we need to tackle many of the challenges our students face, argues Gary Glass.
A Guide to Lecturing as a Grad
(APA’s Psychological Science Agenda)
Many universities offer teaching assistantships or require graduate students to teach as part of their training. While lecturing opportunities are an excellent way to build professional skills, they can be daunting for those who lack prior teaching experience or feel nervous about public speaking. Here is some advice on how to prepare for and give a lecture to an undergraduate class, as well as how to set fair course policies.
What We Already Know Determines What, How, and How Well We Learn
(3 Star Learning Experiences)
The fact that learners are different and don’t always have the same level of prior knowledge can lead to problems when they need to learn something new. But there’s a solution to this problem, and [spoiler alert!], it’s not personalised instruction!
A Student’s Disability Status Depends on Where They Go to School
(Science Daily)
A new study suggests that the likelihood of a child being classified with an educational disability depends on the characteristics of their school and how distinctive they are from their peers.
Confessions of an Interactive Lecturer
(Inside Higher Ed)
In half of a 12-step program, L. Kimberly Epting describes how to create a lecture environment that supports student learning.
Why I Stay in Teaching
(Edutopia)
Teaching is difficult and often exhausting. I spent 22 years in the classroom, and I plan to keep teaching until I reach retirement. What motivates you to come back for more, even after your toughest teaching days? Several factors keep me returning year after year.
Protecting and Promoting the Human Rights of Scientists, Scholars and Students Around the World
(APA’s Global Insights Newsletter)
The briefing, “Protecting and Promoting the Human Rights of Scientists, Scholars and Students Around the World,” educated congressional staffers on the fact that thousands of scientists, scholars and students are killed, imprisoned, attacked or threatened around the world each year because of what they teach, write or say.
Unraveling the Myths Around Reading and Dyslexia
(Edutopia)
Teachers are seeking new training to understand the brain science around dyslexia, the most commonly reported disability among children.
Managing Isolation in Academe
(Inside Higher Ed)
The nature of our work can prevent us from building meaningful connections with other people, writes Stephen J. Aguilar, who provides strategies for dealing with the issue.
Going for Depth: How Schools and Teachers Can Foster Meaningful Learning Experiences
(KQED – Mind/Shift)
For Mehta and Fine, “deeper learning” consists of three interrelated conditions: mastery, when students fathom a subject; identity, when they connect the knowledge of the subject to their own sense of self; and creativity, when they can apply that understanding to another endeavor in what Mehta calls “the next layer of learning.”
Degrees of Separation: Managing Isolation for Doctoral Students of Color
(Grad Psych Blog)
As we matriculate through higher education, the journey for racial and ethnic minority doctoral students is often marked by feelings of isolation in both personal and professional networks.
From Unknown to Known in the Classroom
(Effortful Educator)
While reading recently from Make It Stick, I ran across an excerpt that really got me thinking about formative assessment in the classroom and the emphasis teachers and students place on right and wrong answers.
Avoiding Memory Inaccuracies By Exercising Control
(APA’s Psychological Science Agenda)
The impact of metamemorial processes.
