the science of learning
The article from Rebecca Markovits and Yana Weinstein at UMass-Lowell discussed how two fields (behavior analysis and cognitive psychology) have independently come to similar conclusions about some best practices for learning.
On some Friday in September of last year I was sitting in my Research in Education class trying to contribute to a group discussion of pre-experimental vs. quasi experimental design. Unfortunately, I was distracted.
A long-tenured but now retired teacher described to me during my orientation the grading system at our school is one that “comforts the afflicted and afflicts the comfortable.”
Here is the first of what I hope will be a regular communication with you regarding the science of teaching and learning. To kick things off, I thought I’d send along a list of resources that I find incredibly useful.
In an article from 2013, Michael Mrazek and his colleagues show the benefits of mindfulness training. In their study, they found that mindfulness can have a profound effect, even after just two short weeks of training.