Since posting my previous piece (When Learning Hurts – Toxic Learning) earlier this week, another blog focused on medical neuroscience posted a great overview of math anxiety called “Brain Markers of Math Anxiety“. The post refers to a study “The Neurodevelopmental Basis of Math Anxiety” that has identified the neural correlates of math anxiety for […]
What and how students learn can have toxic effects on how well they learn thereafter. It’s vitally important that educators understand this.
We are raising funds to give our DVD sets to the teachers and literacy volunteers that need it the most but can afford it the least. Help us!
The attribution of choice lies at the heart of virtually all forms of social inequality and what might also be called “self-inequality”. How we hold ourselves responsible for our choices forms much of the basis for how proud or ashamed of ourselves we are. How we hold others responsible for their choices forms much of […]
Pedagogically-strategically, leading learners into confusion means we can meet them in the confusion – we can arrange to be together in the confusion. For both their learning and ours, feedback, from their experience of confusion, is the best possible source of intelligence from which to tune/improve instructional design.
The following is in response to Pat Smith’s piece in the Columbus Dispatch, which I highly recommend. http://goo.gl/UA26f With gratitude and respect, a couple of points: 1) A lot more than 1/3 of our kids are in danger. Every child that is reading below the proficiency level assumed by the written materials in his or her […]
From Science 2.0: Of 3,500 college applicants, more than a third couldn’t report their weight accurately. The heavier they were, the less accurate their estimates. “This misperception is important because the first step in dealing with a weight problem is knowing that you have one,” said Margarita Teran-Garcia, a University of Illinois professor of food science […]
What happens to you when you become confused? How do you feel? Most of our children are growing up in environments (families, schools, peer groups…) that insidiously (mostly unintentionally but nevertheless pervasively) teach them to blame themselves for feeling confused. Children who blame themselves for feeling confused feel shame when they feel confused. Naturally, subconsciously-automatically, children […]
Re: Stanford School of Medicine – March 21, 2012 – Imaging study reveals differences in brain function for children with math anxiety This study is important reading for anyone interested in understanding the emergence of neuroscience in support of unhealthy learning, maladaptive schema, and Mind-Shame. Absent from the article are two critical distinctions: 1) Math Anxiety is a form […]
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