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The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 years. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning.

As a teacher, you often want to encourage group projects, since they can help students learn cooperation and teamwork, and since they can often have a synergistic effect and produce amazing results. But, there's always that same concern with group projects - someone will do all the work, someone will do none, and it's impossible to know who deserves the good grade. Well, Wave could potentially solve this, both in terms of knowing who to give credit to, and encouraging a better balance of work across group members.

When I give worksheets with questions on them my students immediately type the entire question into the omniscient search box on Google and in an instant, they have their answer. They have expended absolutely zero energy or effort to find the answer and as a result will not remember the question or the answer. There are two solutions to this problem: 1. Ban the use of Google by all school-aged children. 2. Learn to write "Google-proof" questions.

Our best universities have, paradoxically, typically looked down their noses at education, as if it were intellectually inferior. The result is that the strongest students are often in colleges that have no interest in education, while the most inspiring professors aren't working with students who want to teach. This means that comparatively weaker students in less intellectually rigorous programs are the ones preparing to become teachers.