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The Science of Learning (and Teaching)
What we know about the brain and how to make teaching and learning more effective.
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Never Too Late: Creating a Climate for Adults to Learn New Skills

Never Too Late: Creating a Climate for Adults to Learn New Skills | The Science of Learning (and Teaching) | Scoop.it
When it comes to kids, growth mindset is a hot topic in education. Studies indicate that children who view intelligence as pliable and responsive to effort show greater persistence when encountering new or difficult tasks. In contrast, children who view intelligence as static or “fixed” have a harder time rebounding from academic setbacks or are reluctant to take on new challenges that might be difficult.
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Our Brains Can Store 10 Times More Information Than We Thought

Our Brains Can Store 10 Times More Information Than We Thought | The Science of Learning (and Teaching) | Scoop.it
New research shows the brain’s memory capacity is ten times greater than previous estimates. That means it’s in the petabyte range—which puts it close to World Wide Web territory.
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Translating Research into Practice 

Translating Research into Practice  | The Science of Learning (and Teaching) | Scoop.it
During the past 20 years, college and university faculty have begun to utilize several areas of the learning sciences (including cognitive psychology) to inform pedagogy. Much of this work has happened in ways that have helped our profession more effectively teach and our students to more effectively learn. However, we still have much work to do if we are to claim that we have a well-developed set of tools that can be applied across disciplines.
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Scientists say this strategy can help you learn anything fast

Scientists say this strategy can help you learn anything fast | The Science of Learning (and Teaching) | Scoop.it
In his book Fluent Forever, opera singer Gabriel Wyner suggests that one of the best ways to learn a new language is to practice remembering it. In other words, instead of reading and re-reading a list of vocabulary words, you should read it once and then test yourself repeatedly.
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Text Savvy: Cognitive Load Theory

A new paper on cognitive load theory by John Sweller, the creator of cognitive load theory, is the subject of this latest research summary.
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What’s the ‘Sweet Spot’ of Difficulty For Learning?

What’s the ‘Sweet Spot’ of Difficulty For Learning? | The Science of Learning (and Teaching) | Scoop.it
After years of focusing on the theory known as ‘multiple intelligences’ and trying to teach kids in their own style, Hoerr says he’s now pulling kids out of their comfort zones intentionally.
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The Unlearning Cycle (why we learn and how it's changing) - A.J. JULIANI

The Unlearning Cycle (why we learn and how it's changing) - A.J. JULIANI | The Science of Learning (and Teaching) | Scoop.it
It’s not just that people fear change, though they undoubtedly do. It’s also that they genuinely believe (often on an unconscious level) that when you’ve been doing something a particular way for some time, it must be a good way to do things. And the longer you’ve been doing it that way, the better it is.

So change isn’t simply about embracing something unknown — it’s about giving up something old (and therefore good) for something new (and therefore not good).
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You may think you learn better in a certain way. You actually don’t

You may think you learn better in a certain way. You actually don’t | The Science of Learning (and Teaching) | Scoop.it
“There is no credible evidence that learning styles exist,” says Daniel Willingham, a professor of psychology at the University of Virginia. “It’s one of those things people think ‘they’ have figured out, that science knows it to be true,” even though science says exactly the opposite, he tells Quartz.
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Cognitive Load Theory And Instructional Design - eLearning Industry

Cognitive Load Theory And Instructional Design - eLearning Industry | The Science of Learning (and Teaching) | Scoop.it
Understanding the basics of the Cognitive Load Theory and applying them to your instructional design is an absolute must, particularly if you want your learners to get the most out of the eLearning course you are creating. This guide will offer you a detailed look at Cognitive Load Theory, including how it can be applied in learning settings. Check the Cognitive Load Theory and Instructional Design article and presentation to find more.
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Don't forget, the science of memory is key to helping students learn

Don't forget, the science of memory is key to helping students learn | The Science of Learning (and Teaching) | Scoop.it
Neuroscientist Catharine Young explains how memories are formed and suggests strategies teachers can use to make sure students remember information
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Frontiers | The Learning Styles myth is thriving in higher education | Educational Psychology

The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread.
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How anxiety scrambles your brain and makes it hard to learn

How anxiety scrambles your brain and makes it hard to learn | The Science of Learning (and Teaching) | Scoop.it
Olivia admits she’s always been a worrier – but when she started university, her anxiety steadily began to build. One day she was simply too frightened to leave the house. For two weeks she was stuck indoors, before she was diagnosed with generalised anxiety disorder and began to get the help she needed.
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Why Understanding These Four Types of Mistakes Can Help Us Learn

Why Understanding These Four Types of Mistakes Can Help Us Learn | The Science of Learning (and Teaching) | Scoop.it
By understanding the level of learning and intentionality in our mistakes, we can identify what helps us grow as learners.
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CAN ANYONE BE GOOD IN MATHS? — The Cappachino — Medium

CAN ANYONE BE GOOD IN MATHS? - The Cappachino - Medium
This is rather a good question to ask, if can anyone really learn Mathematics or it is just a natural “talent” that certain people are born with?
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IBM Research Thinks It's Solved Why The Brain Uses So Much Energy

IBM Research Thinks It's Solved Why The Brain Uses So Much Energy | The Science of Learning (and Teaching) | Scoop.it

The brain consumes a great amount of energy doing nothing. It’s a great mystery of neuroscience,” Kozloski said. "You don’t spend that much energy on noise unless there’s a really good reason.

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The One Thing That's Holding You Back From Learning

Students often tend to study subjects they’re comfortable with, rather than facing a challenge. Salman Khan, founder of the Khan Academy, understands this fear, and has some advice to lift you out of your comfort zone.
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Smart Strategies That Help Students Learn How to Learn

Smart Strategies That Help Students Learn How to Learn | The Science of Learning (and Teaching) | Scoop.it
What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know.
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4 Ways to Become a Better Learner

4 Ways to Become a Better Learner | The Science of Learning (and Teaching) | Scoop.it
Learning agility is the capacity for rapid, continuous learning from experience. Agile learners are good at making connections across experiences, and they’re able to let go of perspectives or approaches that are no longer useful — in other words, they can unlearn things when novel solutions are required. People with this mindset tend to be oriented toward learning goals and open to new experiences. They experiment, seek feedback, and reflect systematically.
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The Science of Learning and the Learning of Science - Association for Psychological Science

The Science of Learning and the Learning of Science - Association for Psychological Science | The Science of Learning (and Teaching) | Scoop.it
Students’ performance during instruction is commonly viewed as a measure of learning and a basis for evaluating and selecting instructional practices. Laboratory findings question that view: Conditions of practice that appear optimal during instruction can fail to support long-term retention and transfer of knowledge and, remarkably, conditions that introduce difficulties for the learner — and appear to slow the rate of the learning — can enhance long-term retention and transfer. Such “desirable difficulties” (Bjork, 1994) include: spacing rather than massing study sessions; interleaving rather than blocking practice on separate topics; varying how to-be-learned material is presented; reducing feedback; and using tests as learning events.
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Stop Telling Students to Study for Exams

Stop Telling Students to Study for Exams | The Science of Learning (and Teaching) | Scoop.it
Among the problems on college campuses today are that students study for exams and faculty encourage them to do so.

I expect that many faculty members will be appalled by this assertion and regard it as a form of academic heresy. If anything, they would argue, students don't study enough for exams; if they did, the educational system would produce better results.
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Why does the idea of learning styles keep getting resurrected?

Why does the idea of learning styles keep getting resurrected? | The Science of Learning (and Teaching) | Scoop.it
Learning styles (LS) are the now-discredited proposal that children have different modalities of learning, which, when accessed, could promote and improve the learning experience. Important note: this isn’t the same as saying that we all have different preferences for what and how we learn. That’s not in dispute, and it’s for this reason that many find LS theory so appealing: it just seems so intuitively true, and generates most of its traction. But LS makes specific claims about how we learn and how we can utilise this. 
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Memory: Types, Facts, and Myths - eLearning Industry

Memory: Types, Facts, and Myths - eLearning Industry | The Science of Learning (and Teaching) | Scoop.it
Would you like to know the types of memory? What are the characteristics and operations of short-term and long-term memory? What is working memory? Sure you do if you are involved at the eLearning field! Last but not least, at this post I will present you 7 Memory Mythbusters!
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4 Elements to Effective Adult Learning, According to Neuroscience

4 Elements to Effective Adult Learning, According to Neuroscience | The Science of Learning (and Teaching) | Scoop.it
Adult Learning or Andragogy highlights that adult learners are fundamentally different in their methods of learning in comparison with children. As an L&D professional, you need to understand these differences and figure out the best methods that can be employed to meet the adult learning needs.
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The brain’s miracle superpowers of self-improvement

The brain’s miracle superpowers of self-improvement | The Science of Learning (and Teaching) | Scoop.it
We used to believe our brains were hardwired at birth. Now we believe we can will them to change. Is that true? Will Storr analyses the truth and hokum about 'neuroplasticity'.
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How anxiety scrambles your brain and makes it hard to learn

How anxiety scrambles your brain and makes it hard to learn | The Science of Learning (and Teaching) | Scoop.it
Olivia admits she’s always been a worrier – but when she started university, her anxiety steadily began to build. One day she was simply too frightened to leave the house. For two weeks she was stuck indoors, before she was diagnosed with generalised anxiety disorder and began to get the help she needed.
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