As adults, we make choices daily. We choose where we eat, where we sit at the table, what we order, how much we eat, what we watch or don’t watch on television, what time we go to bed, and more. As teachers, we want our students to be decisive—but how much choice do we truly allow students to make?
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Brain Rules | Brain Rules | - 0 views
Seuss-isms: Wise and Witty Prescriptions for Living from the Good Doctor (1997) | Brain... - 0 views
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You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose.
The Self Illusion: How the Social Brain Creates Identity | Brain Pickings - 1 views
Hacking the Brain - The Atlantic - 0 views
Metacognition: The Gift That Keeps Giving | Edutopia - 0 views
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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.
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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.
10+ Tips for Using Brain Based Methods to Redesign Your Classroom | EdSurge News - 0 views
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A good friend of mine often reminds me that we aren’t raising a class of second graders, but in fact, we are raising future adults.
Learning Myths And Realities From Brain Science : NPR Ed : NPR - 0 views
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The idea that individuals have different learning styles, such as auditory or kinesthetic, is a pernicious myth. Boser compares it to the flat-earth myth — highly intuitive, but wrong.
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Almost 90 percent of respondents agreed that simply re-reading material is "highly effective" for learning. Research suggests the opposite.
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On the topic of "growth mindset," more than one-quarter of respondents believed intelligence is "fixed at birth". Neuroscience says otherwise.
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Guest Post: Teaching Fifth Graders About A "Growth Mindset" & "The Brain As A... - 0 views
Infographic: "Inside the Brain of a Struggling Reader" | Larry Ferlazzo's Web... - 0 views
Note Taking Skills for 21st Century Students @coolcatteacher - 0 views
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"We want them DRAWING. Why? So they can use all parts of their brain. Using symbols and notes and such can help connect ideas in powerful ways. So, at this point, I take my students on a visual notetaking journey."