Learning to Learn

Awesome source. Thinking routines are from the Visible Thinking research of Ron Ritchhart and Harvard Project Zero

Details six strategies for effective learning for teachers and students:Spacing, Retrieval Practice, Elaboration, Interleaving, Concrete Examples ,Dual Coding

Whether we’re studying arithmetic or calculus, we tend to forget most of what we learn and only hold onto a few key details. How can we retain more of ...

I am a process-oriented educator. I focus on how to learn rather than what to learn. I’ve addressed this in Freedom to Learn: In order to facilitate these desired elements of learning, I beli…

Three strategies for helping students become self-motivating and take charge of their learning.

Short interview with Howard Gardner. Discusses 1) understanding only happens when we apply knowledge, concepts, skills or facts to new situations, independently choosing which learned skill etc to apply when 2) teachers need to confront students' past early engraved yet incorrect beliefs before new teaching new concepts.

Short How To article sharing author's best practices. Shared this one with my own sons.

When people think of emotions they usually think of the obvious ones, such as happiness, fear, anger, and sadness. This module looks at the knowledge emotions, a family of emotional states that foster learning, exploring, and reflecting. Surprise, interest, confusion, and awe come from events that are unexpected, complicated, and mentally challenging, and they motivate learning in its broadest sense, be it learning over the course of seconds (finding the source of a loud crash, as in surprise) or over a lifetime (engaging with hobbies, pastimes, and intellectual pursuits, as in interest). The module reviews research on each emotion, with an emphasis on causes, consequences, and individual differences. As a group, the knowledge emotions motivate people to engage with new and puzzling things rather than avoid them. Over time, engaging with new things, ideas, and people broadens someone’s experiences and cultivates expertise. The knowledge emotions thus don’t gear up the body like fear, anger, and happiness do, but they do gear up the mind—a critical task for humans, who must learn essentially everything that they know.

I rewatched a superb TedX talk yesterday by Tesia Marshik called Learning styles & the importance of critical self-reflection. She talks about the myth of learning styles and the danger of beli…

Edweek article sharing techniques for teaching students how to learn. Emphasizing that strategies should be addressed by teachers across disciplines. Includes link to archived webinar

Annotated Bibliography separated into different areas contricbuting to lifelong learning.

Interview with Mary-Ann Winkelmes, director of the Transparency in Teaching and Learning in Higher Education Project. She urges faculty to think about how they teach by asking their students to think about how they learn.

By teaching students to 'drive their own brain' through metacognition, we provide a concrete way to guide them think about how they can best learn.

The Science of Learning summarizes existing cognitive-science research on how students learn, and connects it to practical implications for teaching.

A teaching course for K-12 teachers about the science of learning and how to use current research to improve classroom outcomes.

Sometimes the details former students recall from class is nothing short of amazing. A few years ago I had a student named Abby in my history class, ...

We have to unlearn and relearn at a much more frequent pace than generations before us, and this pace will increase in the coming years and generations.

Designed as a Tool Kit for teachers- strategies for teaching thinking skills.

What Does It Mean to Be Well-Educated - Alfie Kohn

Education Week Teacher blogger Larry Ferlazzo shares five ways teachers can help students make connections across subject areas and the world beyond the classroom. (April 19, 2017)

What we've learned as a result of listening to those engaged in this work and visiting local communities that have made
students’ social, emotional, and academic development a priority.