Is Working Memory Fixed or Can it be Trained?

Many teachers allow students to play "brain games" as part of the curriculum. When I say "brain games", I'm referring to short - often fun - activities that are unrelated to the core content, but which are thought to engage the mind or make you smarter. When I was a student, if I finished my … Continue reading Is Working Memory Fixed or Can it be Trained?

Does More Learning Happen When Students are in the Driver’s Seat?

Most teachers will be familiar with Khan Academy, or similar learning programs, that offer a mixture of 1) problems to solve and 2) instructional supports that students can use to learn how to solve the problems. Common instructional supports in online learning environments include partial hints (e.g., click here for a hint to get you … Continue reading Does More Learning Happen When Students are in the Driver’s Seat?

Shifting to Online (again)? Check out this Poster

I am happy my community is back on campus; a beautiful learning space where teachers utilize their physical presence to guide attention and support students towards new understandings. I also realize, having been fooled too may times by COVID, that it’s possible that we’ll be forced to shift once again into a hybrid model (and … Continue reading Shifting to Online (again)? Check out this Poster

Navigating The Toggled Term (Review)

I was given the opportunity recently to preview a proof of a new book, Navigating the Toggled Term by Matthew Rhoads. Dr. Matt is also one of the lead authors of Amplifying Learning: A Global Collaborative, a book for which I am contributing the chapter on assessment and feedback. Navigating the Toggled Term is a book for teachers who, having … Continue reading Navigating The Toggled Term (Review)

Summer’s Over. Now What?

Four years ago, I was just starting a PhD in online learning without ever having taught online. A few short years later and we are living in a world where almost every teacher has. When we first went remote, I was teaching Design Technology, a course for elementary students that was essentially "Makerspace" by another … Continue reading Summer’s Over. Now What?

Solving Problems is an Inefficient Way to Learn How to Solve Problems

I am the Director of Educational Technology at an independent school, which in normal times means I do a lot of coaching and strategizing around technology-enhanced instruction. I chair a department and a committee of pedagogically savvy EdTech coordinators and teachers, and we work on ways to improve the academic program. However, due to some … Continue reading Solving Problems is an Inefficient Way to Learn How to Solve Problems

5 Research Articles for Amplifying Assessment and Feedback

I'm excited to announce that I am contributing a chapter on assessment and feedback for the upcoming book, Amplified Learning: A Global Collaborative! The book has quite an interesting concept: Each chapter begins by capturing the experiences of the contributing teacher through vignettes and examples before transitioning into the supporting research on a particular topic … Continue reading 5 Research Articles for Amplifying Assessment and Feedback

Asynchronous Learning: The Answer to Mid-Year Monotony and Teacher Burn-Out?

By far the most popular blog on this site (in recent years) is the The Unproductive Debate of Synchronous vs. Asynchronous Learning post that I wrote right as COVID hit, a post that already seems out of date. In a close second is the Scheduling Remote Learning to Allow for “Flow”. In both posts, I … Continue reading Asynchronous Learning: The Answer to Mid-Year Monotony and Teacher Burn-Out?

5 EdTech Myths We Should Leave Behind

This week I led a reading group session at my school on the article, "Have Technology and Multitasking Rewired How Students Learn?" by Daniel Willingham (here). Having led a lot of these, I'm convinced that reading groups are a more effective and enjoyable form of professional learning than ones that do not focus on a … Continue reading 5 EdTech Myths We Should Leave Behind

Linking Technologies to Effective Teaching Strategies

Using technology for the sake of using technology wasn't a good idea pre-COVID and it isn't a good idea now. Supporters of the unconditional use of technology, and there are many out there in EdTech positions like mine, typically argue that multiplying the use of technology will develop "21st century" domain-general skills like critical thinking … Continue reading Linking Technologies to Effective Teaching Strategies