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"Which of Newton's Laws (First, Second or Third) says that an object will move in a straight line at a constant speed without a net force? This is a terrible question for the following reasons: Does it really matter which law is First, Second, and Third? Technically, both the First and Second Law would be correct answers. It misses the main point about forces and motion and instead gives some type of recall-based question. I just think we can do better. Just because most physics textbooks (but not all) have been very explicit about Newton's Laws of Motion, this doesn't mean that is the best way for students to learn."

"Think of yourself as someone who sells aspirin. And realize that the best customer for your aspirin is someone who is in pain. Not a lot of pain. Not a migraine. Just a little. Piaget called that pain "disequilibrium." Neo-Piagetians call it "cognitive conflict." Guershon Harel calls it "intellectual need." I'm calling it a headache. I'm obviously not originating this idea but I'd like to advance it some more. One of the worst things you can do is force people who don't feel pain to take your aspirin. They may oblige you if you have some particular kind of authority in their lives but that aspirin will feel pointless. It'll undermine their respect for medicine in general."

"My premise is that we're all sympathetic towards students who dislike mathematics, this course they're forced to take. We all have answers to the question, "What does it take to interest students in mathematics?" Though those answers are often implicit and unspoken, they're powerful. They determine the experiences students have in our classes. I lay out three of the most common answers I hear from teachers, principals, policymakers, publishers, etc., two of which are "make math real world" and "make math relevant." I offer evidence that those answers are incomplete and unreliable. Then I dive into research from Willingham, Kasmer, Roger & David Johnson, Mayer, et al., presenting stronger strategies for creating interest in mathematics education. "

"Mobile devices like iPads and Androids have transformed the way we experience boredom. No longer is a wayward commuter forced to play Snake or Tetris, occupying themselves in a hardly satisfying, and utterly pixelated virtual reality. The tablet or smart phone-wielding travelers can now immerse themselves in an entire library of art and culture-related distractions, finding solace in everything from a Vincent van Gogh game to a digital version of the Louvre."

" IN the coming weeks, two million Americans will earn a bachelor's degree and either join the work force or head to graduate school. They will be joyous that day, and they will remember fondly the schools they attended. But as this unique chapter of life closes and they reflect on campus events, one primary part of higher education will fall low on the ladder of meaningful contacts: the professors."

"My friend had filled the day. He was busy. But the things that made him busy were the result of his own decisions. He didn't lack the time to read. He was simply choosing not to. Throughout the day, we face a number of decision points about how to spend time. Too often we approach these decisions passively, as if our hand were being forced, our free will compromised. Let me add one caveat: if you have young children, a brutal commute or juggle several jobs to make ends meet, you are exempt from everything I write in this piece. You are truly busy."

"Be deeply curious about the world around you. Become aware of your thoughts and learn to think about thinking. Practicing metacognition will help develop a sense for the tricks your mind plays, and how to overcome them. With this awareness, learn to overcome automatic processing. When confronted with something new or unfamiliar, withhold judgment; if you see something you don't understand in the negative space, go with it and see where it leads. Remember that impossible geometry exists, and your mind is constantly trying to force you to see things that you already know how to see. It's learning to see the unseen that makes this practice valuable! Be aware of the limitations of the labels that have been applied to the world. Keep in mind how small the grid of words is compared to the wordless plane. Opportunity exists where words don't exist, yet. Learn to sit with Keats in uncertainties, mysteries, and doubts without grasping for conventional explanations. Allow time to visit the fantastic and the unconventional, and become aware of the moments when you're avoiding staying in these contexts. Meditation can be essential here."

Yes, it's MIT, but this is a very interesting report.