Finally, I was able to go through the new version of Visible Learning for the first time and: It’s again an enormous piece of work, but… I’m also left a little hungry, and I see a great danger popping up again and a new danger emerging. First, the good: Hattie addresses the various commentaries and… Read More A short review of Visible Learning, The Sequel by John Hattie
Bill Gates just wrote 7 pages worth of predictions about how AI will change our lives. I’m not an expert on AI, but if his predictions are as good as his educational knowledge, I’m not sure if all of this will happen. No, I’m not talking about all the failures of the Gates foundation in… Read More Just because you’re one of the wealthiest people on earth doesn’t mean you know your science (Bill Gates, learning styles and more)
An article published in Innovations in Education and Teaching International was written for a large part by ChatGTP and is all about describing the possibilities, pitfalls and dangers of working with AI in academia and higher education. Bonus points for the title: Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Btw, this… Read More What if an academic paper was written with help from or even written by ChatGTP? This paper was.
This guest post by Jeroen Janssen (Utrecht University) was originally posted in Dutch here. Many elementary schools have high-ability pull-out classes for children who perform above average. A high-ability pull-out class is where high-achieving students spend several hours a week with others. In a new study in Contemporary Educational Psychology, Suzanne Gerritsen and colleague Lisette… Read More The influence of high-ability pull-out classes on the self-image of children
Originally posted on Larry Cuban on School Reform and Classroom Practice:
Living in the heart of Silicon Valley–where bullet-proof coffee, gluten-free muffins, and traffic gridlock prevail–I am surrounded daily by unrelenting optimism about the promise of technology making our lives better. I would guess, then, that fellow Valley-ites, if given the above choices, would pick…
Maybe this study shouldn’t be a study but a service to schools. Jane Pegram and colleagues examined the different interventions and programs used by 10 schools in Wales and checked the evidence base for these interventions. The results are sobering in several ways: The last decade has seen an increased focus through policy and research… Read More How much of what a school does is evidence-informed? Interesting study
The answer is partial yes, as most things are the result of an interaction between genes and the environment. Still, a new Harvard study by Jennifer Zuk and colleagues has examined the neurobiological predispositions for musical talent — in infancy. These are their findings in short taken from the press release: Early aspects of brain… Read More Is musical ability already programmed in the genes?
Yesterday the Best Evidence in Brief newsletter shared a very relevant study to everybody wanting to use evidence in education: “Evidence-based,” a currently popular concept, assumes that identifying the high-quality interventions with valid positive results will enhance educational outcomes on a widespread scale. Clearinghouses (CHs) push this process forward by setting their chosen scientific criteria,… Read More Evidence-based? But what about the evidence?
At first, I thought this study to be very obvious, as this summary is unsurprising: “It makes a big difference whether someone perceives a test as a challenge or a threat. Examiners can have an influence on this.” But luckily, I read on and found the insight mentioned in the title. The following advice is… Read More During tests, feelings of challenge and threat are independent of each other
Different readers of our book The Psychology of Great Teaching, told us that one of the key lessons they learned while reading was that we often underestimate what children can do. This new study is another example, as the researchers have found that children start to develop the basic skills that underlie map reading at… Read More Underestimating children part 231: at what age can children learn how to read maps?
From experience to meaning... 