What do over 1,200 aspiring teachers know about the science of learning? That’s the starting point for the Learning by Scientific Design Network,…
Deans for Impact encourages robust debate on the science of learning. Here, Dr. Karen Fuson of Northwestern University offers commentary on some of…
How do ideas spread?
As Deans for Impact enters its fifth year of operations, I’ve been reflecting on how ideas we support – such as ensuring…
At Deans for Impact, we’ve published a number of posts debunking common misconceptions about how our brains work. And we’ve also learned how to present our arguments more effectively in order to better persuade our readers about the myth of learning styles. So when I came across Stephen Brookfield’s article in the journal Adult Learning about the “myths and realities in facilitating adult learning,” I was more than intrigued.
We are at a crucial moment in the relationship between learning science and education.
My introduction to Deans for Impact was through The Science of Learning, a publication that summarizes how humans learn. I was fascinated by the cognitive principles included in the publication
Over the past seven months, we’ve run a six-part series — generously guest authored by several scholars and friends of Deans for Impact — about…
This post is the sixth and final in a periodic series exploring common misconceptions around how students learn. We first touched on these…
We wanted to let you know of an exciting opportunity for us–the chance to present at South by Southwest Edu!
Deans for Impact is committed to…
This post is the fifth in a periodic series exploring common misconceptions around how students learn. We first touched on these misconceptions in our…
