This diagram -- by @EmathsUK, with an assist from @olicav -- merits an entire day of joyful study.

Join @judywillis and Malana Willis for our week-long summer institute on "Neuroscience for Optimal Learning.". Examine student engagement, emotional self-management, durable understanding, top-down executive functions, and creative thinking.

You've probably heard of "because, but, so" in English instruction. Is there an equivalent for teaching #science?. In this post, @BenRogersEdu champions the use of "as, when, while" for understanding scientific thinking. Check in out:.

Q: What's better than learning about Executive Functions?. A: Applying #EF concepts to instruction in #reading, #writing, and #math. Join us in Santa Barbara for a week this summer:.

Our blogger often posts about #meta_analyses in education research: often with some skepticism. In this thread, @tracewoodgrains adds his own concerns. He also highlights an important comment that argues for the benefits/uses of meta-analyses.

"This isn’t a book about fearing AI or worshipping it. It’s about partnering with it. That’s what Mollick means by “co-intelligence”: not artificial intelligence, but collaborative intelligence.". Intrigued? Read more here:.

Why does #automaticity matter? @justinskycak explains:. Preview: it reduces #working_memory load and allows for more complex problem solving.

#AI complicates the already complicated question of #homework. How can we ensure that our students are thinking and learning, not just copying?. @Dr_Castelino offers wise thoughts:.

RT @dylanwiliam: Just re-read @dtwillingham's "When can you trust the experts?" I dipped into it while planning a session at the @learninga….

How can we design lessons that truly captivate students, sustain their focus, and build lasting knowledge? Join us for a dynamic, hands-on institute where you'll explore the latest brain research and transform the way you teach. This lively and practical summer seminar, led by

Our blogger has argued that we must be more careful with DEFINITIONS when we debate teaching strategies:. Turns out, he's not alone: . "arguments [about science education] are hopelessly disjointed because of the frequent failure to provide clear.

Join @judywillis and Malana Willis for our week-long summer institute on "Neuroscience for Optimal Learning.". Examine student engagement, emotional self-management, durable understanding, top-down executive functions, and creative thinking.

Check out this updated model of the "Simple Model of Teaching":.* initially crafted by @DTWillingham .* redrafted by @olicav, .* annotated here by @PepsMccrea, @Josh_CPD, and @ollie_lovell . Our blogger always says: "don't just DO THIS THING, instead, THINK THIS WAY." This model

If you'd like a GREAT book on how to teach reading, our guest reviewer Kim Lockhart has an enthusiastic recommendation:.

This week-long Institute will introduce educators to the modern Science of Learning, and bridge the longstanding gap between theory and practice that has eluded researchers and practitioners. Join @JCHorvath in Santa Barbara this summer!.

Here's a painful question: Why do effective teacher programs change TEACHING without improving LEARNING?. @tguskey explores this important topic:.

How do we adapt #psychology research when we apply it in the classroom?. @DrRowlandson offers wise thoughts:.

RT @AndrewWatsonTTB: Do captions/subtitles help students learn?. Because captions are EVERYWHERE, I thought it would be fun to look for res….

RT @helenrey: Really useful post about presenting at conferences! Thanks @AndrewWatsonTTB !.

What can neuroscience tell us about teaching #reading?. Join John Gabrieli & Joanna Christodoulou (@Joanna22c) in Boston to consider: .* diagnosis .* prognosis .* early identification of dyslexia risk.* potential benefits of specific interventions.