All in For Teachers
As educators, docents face an interesting set of challenges when teaching visitors about their collections. Namely that they have a limited amount of time with visitors. Not only do they have a short amount of time with visitors, that time is typically during a single visit.(…) I will briefly summarize how each of these are relevant in a museum setting and highlight some of the conversations we had around each of these strategies.
Dual coding and learning styles sound similar, but are not quite the same thing. While dual coding has scientific evidence backing its use, learning styles has been repeatedly tested and shown not to improve learning.
As I’ve mentioned in a previous post (see here), I have been working …
In this article, Mike Bell suggests that there is sufficient consensus among those educationalists who look at the evidence to say that we now know how learning happens, why some students struggle and how to improve learning for any learner. By combining lists of effective methods derived from …
Most people know the benefits of eating vegetables. Yet, according the CDC, approximately 1 in 10 Americans aren't getting their daily recommended vegetable intake (2*). So if we know the importance of vegetables for optimal health, why are we having this vegetable-eating problem?
I teach Biology and Human Anatomy and Physiology at a High School in southeastern Pennsylvania. I regularly use practice quizzes as a way for students to prepare for my exams (particularly in Anatomy). I collected data for years on student test performance and quiz behavior; students that take …
Working memory is an important concept that we’ve referred to in passing in several other Learning Scientist posts. This relatively simple concept influences how we think about learning and memory, so I wanted to give a brief overview of what working memory is, some theories about working memory, and why it’s important.
