The Science of Learning (and Teaching)
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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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The way you're revising may let you down in exams – and here's why

The way you're revising may let you down in exams – and here's why | The Science of Learning (and Teaching) | Scoop.it

Even the most dedicated study plan can be undone by a failure to understand how human memory works. Only when you’re aware of the trap set for us by overconfidence, can you most effectively deploy the study skills you already know about.

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This Science-Backed Technique Is the Secret to Better Learning

This Science-Backed Technique Is the Secret to Better Learning | The Science of Learning (and Teaching) | Scoop.it
I'm becoming increasingly convinced that "chunking" is the mother of all learning--or at least the fairy godmother. Chunking is what happens when you know something so well--like a song, or a scientific formula, or a verb conjugation, or a dance routine--that it is basically a snap to call it to mind and do it or use it. Creating neural patterns--"neural chunks"--underpins the development of all expertise. We can use metaphors (another powerful learning technique!) to help us understand these ideas.
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The 9 BEST Scientific Study Tips

Ace any exam with these study tips! Check out TD http://td.com/student 7 Exam Anxiety Tips: https://youtu.be/FyBdA61GmJ0 SUBSCRIBE (it's free)
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Carol Dweck Says Theory of Educational Mind-Set Is Often Misunderstood

Carol Dweck Says Theory of Educational Mind-Set Is Often Misunderstood | The Science of Learning (and Teaching) | Scoop.it

One of the biggest buzzwords in education these days is "mind-set" — the notion that some students are held back by a belief that they don’t have what it takes, especially in math and science.

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How Drawing Can Help Improve Your Memory, According to Research

How Drawing Can Help Improve Your Memory, According to Research | The Science of Learning (and Teaching) | Scoop.it
If you need help jogging your memory, you might try your hand at drawing. A recent study found that we remember items better when we draw them rather than write them down.

In a study published in The Quarterly Journal of Experimental Psychology, researchers conducted a series of experiments asking subjects to draw or write down different items. Overall, the study found that subjects were better able to recall the items when they drew them.
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Learning how to study is key to your child’s revision plan 

Learning how to study is key to your child’s revision plan  | The Science of Learning (and Teaching) | Scoop.it
Many young people want to succeed but often have very limited learning and study skills. Frequently, study technique is described as a concoction of reading and highlighting notes, with perhaps some essay planning thrown in for good measure.

Yet if these haven’t worked in the past, they won’t work now.
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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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Teachers do not have time to learn about research evidence, studies find

Teachers do not have time to learn about research evidence, studies find | The Science of Learning (and Teaching) | Scoop.it
While educators understand the importance of using research to inform their teaching, they lack the time and support from senior leaders to put this into practice
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A MIND FOR NUMBERS by Barbara Oakley | Animated CORE Message

1-Page PDF Summary: http://productivitygame.com/upgrade-a-mind-for-numbers/ Book Link: http://amzn.to/1U1jBN6 Animated core message of Barbara Oakley's boo
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What will higher ed look like in 25 years? | EAB Daily Briefing

What will higher ed look like in 25 years? | EAB Daily Briefing | The Science of Learning (and Teaching) | Scoop.it
Is the "golden age" of higher education coming to an end? In a Chronicle of Higher Education post, two experts speculate on the state of the industry in 2040.
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Your brain does not process information and it is not a computer – Robert Epstein | Aeon Essays

Your brain does not process information, retrieve knowledge or store memories. In short: your brain is not a computer
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This Graphic Reveals 10 Cognitive Biases That Shape Our Thinking, With Examples

This Graphic Reveals 10 Cognitive Biases That Shape Our Thinking, With Examples | The Science of Learning (and Teaching) | Scoop.it
Critical thinking is an essential skill in our age of constant information (and misinformation), but our own subconscious biases don’t help matters much when it comes to sorting out truth from viral nonsense. This graphic outlines some of those biases, complete with examples so you understand how pervasive they can really be.
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Expectation may be essential to memory formation

A theory that links memory encoding to expectations of future relevance may better explain how human memory works, according to a team of Penn State psychologists.
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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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