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Can Entrepreneurs Balance Educational and Financial Returns? - EdSurge News

Can Entrepreneurs Balance Educational and Financial Returns? - EdSurge News | Teaching and Learning | Scoop.it
At the University of Pennsylvania, the Graduate School of Education is located directly beside the Wharton School, the campus’ business school. As
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Analysis | The disconnect between what colleges say and what students hear

Analysis | The disconnect between what colleges say and what students hear | Teaching and Learning | Scoop.it
Two college admissions expert detail the gap with specific examples.
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5 Strategies to Demystify the Learning Process for Struggling Students

5 Strategies to Demystify the Learning Process for Struggling Students | Teaching and Learning | Scoop.it
Barbara Oakley, co-creator of the most enrolled class on Coursera called "Learning How to Learn," shares five techniques to help students become better learners
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Teachers: your guide to learning strategies that really work

Teachers: your guide to learning strategies that really work | Teaching and Learning | Scoop.it
In an extract from his book on bridging the gap between research and teaching practice, Carl Hendrick picks key techniques for teaching effectively
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These 5 hacks can help you learn anything, according to a Stanford professor

These 5 hacks can help you learn anything, according to a Stanford professor | Teaching and Learning | Scoop.it
Eliminate time-wasting habits and absorb more information.
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5 Reasons Why Innovative Educators Listen to Podcasts - @ajjuliani 

5 Reasons Why Innovative Educators Listen to Podcasts - @ajjuliani  | Teaching and Learning | Scoop.it
I used to have a five-minute commute to work. By the time I got to school I would rarely have time to listen to one song, let alone an audio book, or podcast.

When I began my first administrative role, I spent about 70-80 minutes in the car each day. And although I love music, it’s time I want to spend learning as well as unwinding.

Podcasts rejuvenated me as a learner in ways that I could not expect. I believe they’ll do the same for many teachers and leaders. Here’s my reasons to sway you to listen to podcasts right now:

Via John Evans
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How Should I Study for the Exam?

How Should I Study for the Exam? | Teaching and Learning | Scoop.it
Survey helps students identify the study strategies associated with higher exam grades and those that students propose using to improve on the next exam.
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In the News: The Myths That Persist About How We Learn - Education Next

In the News: The Myths That Persist About How We Learn - Education Next | Teaching and Learning | Scoop.it
A new study finds that the theory of learning styles is endorsed by 93% of the public, and 76% of educators.
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Online game challenges players to design on/off switch for CRISPR

Online game challenges players to design on/off switch for CRISPR | Teaching and Learning | Scoop.it
A Stanford team has launched a new challenge on the Eterna computer game. Players will design a CRISPR-controlling molecule, and with it open the possibility of new research and therapies.
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What If Students Have More Confidence in Growth Mindsets Than Their Teachers? - EdSurge News

What If Students Have More Confidence in Growth Mindsets Than Their Teachers? - EdSurge News | Teaching and Learning | Scoop.it
Today, schools and districts are making social-emotional development a priority, and with good reason. Research shows that educators play a profoun
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A Memo to My Students as the New Semester Begins

A Memo to My Students as the New Semester Begins | Teaching and Learning | Scoop.it
A professor writes a memo to her students on how they can help create a positive learning experience, starting with being physically and mentally present.
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Teacher Characteristics and Behaviors that Make a Difference

Teacher Characteristics and Behaviors that Make a Difference | Teaching and Learning | Scoop.it
There’s no shortage of lists identifying desirable teacher characteristics, are students are fairly consistent in naming the behaviors that help them learn.
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Homework, Sleep, and the Student Brain

Homework, Sleep, and the Student Brain | Teaching and Learning | Scoop.it
Guest blogger Glenn Whitman, Director of the Center for Transformative Teaching and Learning, suggests a scientific approach to manageable homework: students should do it without interruption, and schools shouldn't assign too much of it.
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How Schools Can Help Students Manage and Mitigate Anxiety

How Schools Can Help Students Manage and Mitigate Anxiety | Teaching and Learning | Scoop.it
By focusing on coping strategies and schoolwide supports, school counselors are helping students manage and mitigate their anxiety.
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How Metacognition Boosts Learning

How Metacognition Boosts Learning | Teaching and Learning | Scoop.it
Students often lack the metacognitive skills they need to succeed, but they can develop these skills by addressing some simple questions.
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Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen TimeClinical Psychological Science - Jean M. ...

In two nationally representative surveys of U.S. adolescents in grades 8 through 12 (N = 506,820) and national statistics on suicide deaths for those ages 1
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The Great and Powerful Graphic Organizer

The Great and Powerful Graphic Organizer | Teaching and Learning | Scoop.it
Beneath its simplicity lies an absolute dynamo, a vehicle that can cement learning more firmly than a lot of the other stuff we try, in a lot less time.
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Do we want maps or compasses?

Do we want maps or compasses? | Teaching and Learning | Scoop.it
Historically, maps have been critically important.

From the 15th through the 18th century, the "Age of Discovery" or "Age of
Exploration," expeditionaries undertook voyages to what were, for them, the
edges of the known worl
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Why Students Forget—and What You Can Do About It

Why Students Forget—and What You Can Do About It | Teaching and Learning | Scoop.it
Our brains are wired to forget, but there are research-backed strategies you can use to make your teaching stick.
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How Best to Take Notes: A Public Service Announcement - Learning and the Brain blogLearning and the Brain blog

How Best to Take Notes: A Public Service Announcement - Learning and the Brain blogLearning and the Brain blog | Teaching and Learning | Scoop.it
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Digital Note Taking Strategies That Deepen Student Thinking

Digital Note Taking Strategies That Deepen Student Thinking | Teaching and Learning | Scoop.it
Debates over note taking tend to focus on whether devices are helpful or harmful, rather than on strategies students can use to make connections between ideas
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12 Must-Read Articles About Assessment - TeachThought

12 Must-Read Articles About Assessment - TeachThought | Teaching and Learning | Scoop.it
Below we’ve gathered 12 of what we consider ‘must-read’ articles about assessment. They purposely cover a variety of different angles, from purpose to function to assessment strategies. We could come up with another 12 tomorrow, and the next day, and so on, so we don’t intend for this to be an exhaustive (it’s only 12) list that is the final word on assessment. It is, rather, a good start. The list features TeachThought content, but the vast majority (8 of the 12) come from other sites and resources.

Via Jim Lerman, Dean J. Fusto
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Study: Neurons Involved in Learning, Memory Preservation Less Stable, More Flexible Than Once Thought | Lab Manager

The findings of a Harvard Medical School study reveal that the neurons responsible for such tasks may be less stable, yet more flexible than previously
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Teaching after Charlottesville

Teaching after Charlottesville | Teaching and Learning | Scoop.it
Teaching after Charlottesville. By Derek Bruff, CFT Director This weekend’s events in Charlottesville, Virginia, saw hateful and bigoted speech turn into deadly violence. As classes at Vanderbilt resume this month, these events will be on the minds of students and faculty returning to campus. They’re certainly on my mind. I think of my visit to the Universit
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Frontiers | Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths | Psychology

Frontiers | Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths | Psychology | Teaching and Learning | Scoop.it
Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the general public or to individuals who have more exposure to neuroscience. This study is the first to use a large sample from the United States to compare the prevalence and predictors of neuromyths among educators, the general public, and individuals with high neuroscience exposure. Neuromyth survey responses and demographics were gathered via an online survey hosted at TestMyBrain.org. We compared performance among the three groups of interest: educators (N=598), high neuroscience exposure (N=234), and the general public (N=3045) and analyzed predictors of individual differences in neuromyths performance. In an exploratory factor analysis, we found that a core group of 7 “classic” neuromyths factored together (items related to learning styles, dyslexia, the Mozart effect, the impact of sugar on attention, right-brain/left-brain learners, and using 10% of the brain). The general public endorsed the greatest number of neuromyths (M=68%), with significantly fewer endorsed by educators (M=56%), and still fewer endorsed by the high neuroscience exposure group (M=46%). The two most commonly endorsed neuromyths across all groups were related to learning styles and dyslexia. More accurate performance on neuromyths was predicted by age (being younger), education (having a graduate degree), exposure to neuroscience courses, and exposure to peer-reviewed science. These findings suggest that training in education and neuroscience can help reduce but does not eliminate belief in neuromyths. We discuss the possible underlying roots of the most prevalent neuromyths and implications for classroom practice. These empirical results can be useful for developing comprehensive training modules for educators that target general misconceptions about the brain and learning.
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