Podcast appearances and mentions of dan willingham

Beyond the Sessions is answering YOUR parenting questions! In this episode, Dr. Emily Upshur and I talk about...   - Even if we aren't adding more pressure to our kids, the world often pushes external achievements on them - how can parents push back against this.   - Why trying to problem solve with your child may seem like it's supporting them, but is actually perpetuating their anxiety.   - The one pillar you can use as a parent to guide all your interactions with your child that can help to defuse the pressure they feel, rather than inadvertently adding to it.   - Saying grades don't matter is like saying, “throw your sense of control out the window.” What to say instead.   - Our society glorifies perfectionism, but in reality kids who engage in highly perfectionist tendencies tend to have higher anxiety and internalize their stress, which can lead to missed signs that they need support.   - We describe a helpful thought exercise you can try with your child today.     WANT ADDITIONAL SUPPORT?

Have a question you want answered? Submit it here!Want to unlock your potential? Discover how to study smarter and retain more information with expert insights from Dr. Dan Willingham! Tune in now and transform your learning experience!Your Host: Kimberly Beam Holmes, Expert in Self-Improvement and RelationshipsKimberly Beam Holmes has applied her master's degree in psychology for over ten years, acting as the CEO of Marriage Helper & CEO and Creator of PIES University, being a wife and mother herself, and researching how attraction affects relationships. Her videos, podcasts, and following reach over 500,000 people a month who are making changes and becoming the best they can be.

Get science-backed strategies to raise kids who are compassionate, kind, and successful in today's chaotic world with Melinda Wenner Moyer.   In this episode, we explore:   - How becoming a parent shifted Melinda's attention to applying science and research to answer her most pressing parenting questions   - One of the most surprising and counterintuitive things Melinda learned when she started to dig into the research on parenting.   - How to approach challenging topics, like race, authentically and in age-appropriate ways without needing a “script.”   - Diving into Carol Dweck's research study using fixed vs growth mindset language with kids and how it affected their perseverance (Spoiler: Kids who were given fixed mindset messaging showed less resilience.)    - Why kids lie, the best ways we can respond when they do, and how this can impact how likely they are to be open with us as they get older.   - How attachment security impacts our kid's ability to be confident, curious, flexible, and compassionate    If you're looking to raise kind, resilient kids who feel safe being honest with you, this conversation is filled with insights to help you make that happen!       LEARN MORE ABOUT MELINDA: https://www.melindawennermoyer.com/   READ MELINDA'S BOOKS:

How can you honor who your child is while still equipping them with the tools they need to thrive in our fast-paced world?   That's exactly what I'm talking about with my guest, McCourtney Professor of Child Studies and Professor of Psychology at Penn State, Dr. Koraly Pérez-Edgar.   In this episode, we dive into:   - What temperament actually is from a psychological standpoint (it's probably not what you think it is!) and the factors professionals use to measure and map it out.   - What impact temperament has on the way sensitive, shy, or explosive children regulate their emotions and respond to their environment.   - How parents can create opportunities for their child to become self-actualized and why focusing on self-actualization is the precursor to helping them achieve and thrive.   - Inhibited versus exuberant - how finding the right niche for a child's unique temperament can define their success, even if it doesn't align with traditional expectations.   - How to find that middle ground between pushing your child when they need a bit of encouragement and nurturing them when they need more support and scaffolding.   Tune in for valuable insights that will help you navigate the complexities of parenting with more confidence and compassion!     LEARN MORE ABOUT DR. KORALY PÉREZ-EDGAR: https://www.catlabpsu.com/our-team-1   CHECK OUT ADDITIONAL PODCAST EPISODES YOU MAY LIKE:

Are you worried about your child's lack of motivation or their constant struggle to keep up? This week I'm diving into the complexities of child motivation with Dr. Ellen Braaten.   In this episode we explore:  

Are you a lifelong learner? In this episode of Celebrations Chatter, Jim interviews Dr. Dan Willingham, Professor of Psychology at the University of Virginia and Author of the book "Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy." Dr. Willingham discusses his research in cognitive psychology, as well as how to apply his learning methodology to your own lifelong education. Tune in to gain insights into the fascinating world of human memory and how to optimize your brain's potential. Find Dr. Willingham on TikTok: https://www.tiktok.com/@daniel_willingham/video/7184549566358834474   New podcast episodes released weekly on Thursday. Follow along with the links below: Sign up for the Celebrations Chatter Newsletter: https://celebrationschatter.beehiiv.com/    Subscribe to Celebrations Chatter on YouTube: https://www.youtube.com/@celebrationschatter  Follow @CelebrationsChatter on Instagram: https://www.instagram.com/celebrationschatter/    Follow @CelebrationsChatter on Threads: https://www.threads.net/@celebrationschatter  Listen to more episodes of Celebrations Chatter on Apple Podcasts:  https://podcasts.apple.com/us/podcast/celebrations-chatter-with-jim-mccann/id1616689192    Listen to more episodes of Celebrations Chatter on Spotify: https://open.spotify.com/episode/5Yxfvb4qHGCwR5IgAmgCQX?si=ipuQC3-ATbKyqIk6RtPb-A    Listen to more episodes of Celebrations Chatter on Google Podcasts: https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5saWJzeW4uY29tLzQwMzU0MS9yc3M?sa=X&ved=0CAMQ4aUDahcKEwio9KT_xJuBAxUAAAAAHQAAAAAQNg  Visit 1-800-Flowers.com: https://www.1800flowers.com/    Visit the 1-800-Flowers.com YouTube Channel: https://www.youtube.com/@1800flowers  Follow Jim McCann on LinkedIn: https://www.linkedin.com/in/jim1800flowers/  Follow Jim McCann on X / Twitter: https://twitter.com/jim1800flowers (@Jim1800Flowers)

Would you say you're a

Education in Thailand. I am joined by Festival Directors, Iain Henderson and Shane Mann. We delve into the festival's mission to encourage dialogue, inclusivity, and diversity, shedding light on controversial sessions, powerful experiences, and the much-celebrated blend of in-depth talks and lively atmosphere. Not to mention, we touch on plans for expansion, offering an exciting peek into the impressive global journey of EdFest.Overview- An overview of the Festival, shedding light on its aim to foster a balance of ideas among its participants. [00:06:00]- Criticism and Controversy: We discuss the events that sparked controversy on social media, focusing on Eddie Izard's call for kindness and the backlash that ensued. [00:14:20]- Lessons to Remember: We explore some powerful and memorable sessions - including those by Chris Packham, Patrick Foster, Dan Willingham, and Jassa Ahluwalia - that spanned topics from autism to mixed heritage. [00:28:50]- The Bigger Picture: We talk about the decision to bring speakers from outside the education space and the broader impacts these sessions can have. [00:44:30]- Looking Ahead: We reveal the international journey the Festival of Education is embarking on, with future festivals planned in Shanghai, UK, USA, and potentially India. [00:58:20]Resources- Festival of Education Thailand: https://educationfestthailand.com/- Festival of Education UK: https://educationfest.co.uk/Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on Twitter, LinkedIN and Instagram: @leaningshane. My website is shaneleaning.com.For international school leadership tips, subscribe to my newsletter here.About the hostShane Leaning is a passionate organisational development coach with over 11 years of international teaching and leadership experience. His approach to coaching and professional development is all about approachability and attentiveness to the unique strengths and contexts of schools and educators. Shane believes that empowerment fosters growth and success for both educators and students alike.

Audiobooks are growing in popularity, but some people question whether listening to a book is the same as reading it. We put that question to psychology professor Dan Willingham, author of The Reading Mind.

Hal Hershfield is here to discuss the concept of the future self and its impact on decision-making, featuring insights from his new book, Your Future Self. Hershfield explains that humans often prioritize their present desires over their future goals, leading to short-term thinking and procrastination.  He highlights the importance of considering future outcomes when making choices and provides strategies for aligning present actions with future desires. This episode is relevant for individuals seeking to overcome present bias and improve their decision-making skills. By understanding the principles of what Hal calls “mental time travel” and applying the techniques discussed in the episode, listeners can increase their long-term goal prioritization and make more informed choices that lead to long-term success. In this episode: Discover the intriguing concept of the future self and how it shapes our perceptions. Uncover the power of your future self for superior decision-making. Establish an emotional bond with your future self, fostering personal growth. Understand the application of mental time travel in business to strengthen your strategies.  Show Notes: 00:00:00 - Introduction, In this episode, Melina Palmer interviews Dr. Hal Hershfield, author of Your Future Self. They discuss the concept of time discounting and the ways in which our present and future selves are connected. 00:02:08 - Understanding the Self, Hal explains that the self is a bundle of associations, emotions, thoughts, and ideals that have some stability over time. He explores the idea of how we define ourselves and how our perception of our future selves affects our decision-making. 00:06:00 - Similarity with Future Self, Hal highlights the importance of feeling a sense of connection and emotional overlap with our future selves. The more we see ourselves as similar to our future selves, the more likely we are to make decisions that benefit them. 00:11:42 - The "We" Aspect, The concept of the "we" relationship, similar to how we view our relationships with others, can also apply to our relationship with our future selves. Thinking of our future self as part of our collective identity can help us make decisions that benefit both our present and future selves. 00:13:23 - Reframing Future-oriented Decisions, Hal discusses the importance of reframing future-oriented decisions to provide immediate benefits and satisfaction. By finding pleasure in doing something good for our future selves, we can increase motivation and make better long-term decisions. 00:14:44 - Making Decisions with the Future Self in Mind, Hal emphasizes the importance of considering how we will look back on our decisions instead of focusing solely on our immediate feelings. By stepping into the shoes of our future selves, we can reassess our choices and consider the value of relief in completing tasks versus the regret of procrastinating. 00:15:11 - The Hidden Zero Effect, Dr. Hershfield introduces the concept of the "hidden zero effect" in decision-making. By considering both the immediate benefits and long-term consequences of our choices, we can make more informed decisions. This approach helps us avoid neglecting the potential negative outcomes or overlooking the relief we may feel in completing tasks. 00:16:34 - Mistakes in Mental Time Travel, Hal discusses three common mistakes in mental time travel: missing your flight, poor trip planning, and packing the wrong clothes. These mistakes, which are all featured in his book, Your Future Self, highlight how we can become too focused on the present moment and fail to consider the future implications of our actions. By avoiding these mistakes, we can make better decisions for our future selves. 00:19:24 - Short-Term vs. Long-Term Focus in the Workplace, In the context of work, it is important to balance short-term and long-term focus. Hal suggests considering whether we prioritize urgent tasks over important ones and how we can shift our mindset to focus on long-term goals. This applies to both individual employees and collective organizations. 00:28:28 - Learning from Individuals, The conversation discusses the importance of learning from individuals within an organization and how their actions can be used to overcome challenges. 00:29:23 - Exciting Future Research, Dr. Hershfield shares his excitement about two areas of future research. The first is a deeper exploration of commitment devices and understanding the predictors of their adoption. The second is focusing on collective decisions, environmental decisions, and end-of-life planning, including the use of letter-writing exercises. 00:32:35 - Balancing the Present and Future, Hal discusses the concept of balancing the present and future. He shares a personal story about realizing that there will be a day when his children no longer want to spend time with him, highlighting the importance of living in the present while also considering future goals and values. 00:34:46 - Behavioral Change Intervention, Hal and his colleague are working on a project using the idea of balancing the present and future as a behavioral change intervention. They aim to apply this concept to various areas, including parent-child relationships, to help individuals make choices aligned with their long-term values. 00:38:42 - Intentional Mental Time Travel, The conversation emphasizes the importance of intentional mental time travel. Instead of reactive thinking, individuals should make deliberate choices about when to live in the moment and when to consider the impact of their actions on the future. 00:43:07 - Conclusion, Melina's top insights from the conversation. What stuck with you while listening to the episode? What are you going to try? Come share it with Melina on social media -- you'll find her as @thebrainybiz everywhere and as Melina Palmer on LinkedIn. Thanks for listening. Don't forget to subscribe on Apple Podcasts or Android. If you like what you heard, please leave a review on iTunes and share what you liked about the show.  I hope you love everything recommended via The Brainy Business! Everything was independently reviewed and selected by me, Melina Palmer. So you know, as an Amazon Associate I earn from qualifying purchases. That means if you decide to shop from the links on this page (via Amazon or others), The Brainy Business may collect a share of sales or other compensation. Let's connect: Melina@TheBrainyBusiness.com The Brainy Business® on Facebook The Brainy Business on Twitter The Brainy Business on Instagram The Brainy Business on LinkedIn Melina on LinkedIn The Brainy Business on Youtube Connect with Hal: Follow Hal on X  Follow Hal on LinkedIn Hal's website Learn and Support The Brainy Business: Check out and get your copies of Melina's Books.  Get the Books Mentioned on (or related to) this Episode: Your Future Self, by Hal Hershfield How To Change, by Katy Milkman Both/And Thinking, by Wendy Smith and Marianne Lewis The Power of Regret, by Dan Pink Outsmart Your Brain, by Dan Willingham Top Recommended Next Episode: Time Discounting (ep 322) Already Heard That One? Try These:  How To Change, with Katy Milkman (ep 151) Both/And Thinking with Wendy Smith (ep 261) Loss Aversion (ep 316) The Power of Regret, with Dan Pink (ep 214) The Power of Us, with Dominic Packer (ep 304) Precommitment (ep 120) How To Set and Exceed Brainy Goals (ep 70) Outsmart Your Brain, with Dan Willingham (ep 281) Other Important Links:  Brainy Bites - Melina's LinkedIn Newsletter Hal's faculty page at UCLA

In this episode Garth and Jane Halonen (University of West Florida) interview Dan Willingham from the University of Virginia in Charlottesville, VA as part of the 2023 East Coast Tour.  They begin with a discussion of Dan's new book, Outsmarting Your Brain.  When they trace back his interest in the topic, it may have emerged from high school student studies about self-regulation regarding emotion and study skills.  Interestingly, Dan 'publishes' this book in reverse order -- he writes the book first, then writes the prospectus, then goes looking for the publisher.  He completes his undergraduate education at Duke and his graduate education at Harvard but does a brief stint in between in a congressional office in Washington, D.C.  This trio covers so much ground during this conversation, including myth-busting a certain topic, the courses Dan teaches at UVA, what his parents studied in graduate school, thoughts on teaching evaluation, the hidden curriculum, and more.

Are you ready to unlock your brain's full potential? Join us as we explore the fascinating intersection of learning and cognitive psychology with Dr. Dan Willingham, a distinguished professor at the University of Virginia and author of 'Outsmart Your Brain.' Our conversation isn't only for academics - it's for anyone with a thirst for knowledge and an eagerness to become the best version of themselves.We discuss how to navigate the significance of mentors, learning technologies, and high-quality feedback in shaping our learning experiences. With Dr. Willingham's guidance, we explore how to modify our daily routines to maximize learning potential, and the importance of staying motivated and focused. But it's not all work, we also touch on the psychological impacts of procrastination, planning, and distractions, offering practical advice on managing anxiety triggers and breaking the procrastination cycle.As we wrap up, our focus shifts to personal development and growth. Dr. Willingham emphasizes the necessity of intentional growth, learning, and obtaining constructive feedback. For those eager to become their best selves, we offer a deep dive into the detrimental effects of multitasking on learning and memory. Tune in for an enlightening conversation that promises to revolutionize your learning habits and strategies. Don't miss this unique opportunity to rewire your brain for success. Let's dive in!http://www.danielwillingham.com/Dr. Willingham's Book Your Host: Kimberly Beam Holmes, Expert in Self-Improvement and RelationshipsKimberly Beam Holmes has applied her master's degree in psychology for over ten years, acting as the CEO of Marriage Helper & CEO and Creator of PIES University, being a wife and mother herself, and researching how attraction affects relationships. Her videos, podcasts, and following reach over 200,000 people a month who are making changes and becoming the best they can be.Website: www.kimberlybeamholmes.comThanks for listening!Connect on Instagram: @kimberlybeamholmesBe sure to SUBSCRIBE to the podcast and leave a review!

We will learn: Why we remember some things and forget others. How your listening type determines how to process information and how to reduce mind-wandering. A new understanding of procrastination and how to overcome it. Have you ever wondered why some people seem to learn and retain information so much faster and easier than others? Why some people can breeze through books and lectures while others can't stay focused for a full paragraph? It's also our ability to focus. Which is something that I think our current ways of life are starting to destroy. Focus works kind of like a muscle. Use it or lose it. So the less we're willing to practice and engage in learning, the harder it will be, and the harder it is, the less we want to do it. But what if there's a way to outsmart your own brain and make learning easier and faster? That's what we're learning about today. Our guest is Dan Willingham. He is Professor of Psychology at the University of Virginia. His research is mostly about the application of cognitive psychology to K-16 education. He is the author of several books, including “Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy.” Learn more about your ad choices. Visit megaphone.fm/adchoices

Dan Willingham is a professor of psychology at the University of Virginia and the author of many celebrated articles and books.His latest work, Outsmart Your Brain, offers invaluable advice for the student whose goal is to maximize his or her fullest learning potential.But you don't have to be a student–enrolled at a prestigious university or an expensive high school–in order to benefit from his wisdom;We can ALL afford to become better learners, more discerning readers, and more intelligent people–and Professor Willingham is here to show you how! In this episode, Dan and I discuss: How to read for deeper comprehension; The “SP3R” technique; Active v. passive reading; The use of Highlighters, and if they actually help; Writing notes in the margin or at the end of a book; The use of electronics to aid memory; Various types of procrastination; Ways to combat procrastination; How to establish and stick to habits; Why he calls memory the “residue of thought”; Why we remember trivial things, but not significant ones; Following one's passion v. purpose; Finding purpose in difficult settings; Whether or not rereading is worthwhile; Important advice to America's students; and MUCH MORE! I hope that you enjoy this episode! Thank you so very much for tuning in. Links to Dan's stuff: His personal website: http://www.danielwillingham.com/Twitter: @DTWillingham TikTok: daniel_willinghamFacebook: https://www.facebook.com/DTWillinghamHis latest book, Outsmart Your Brain, available for purchase here: https://www.amazon.com/Outsmart-Your-Brain-Learning-Hard/dp/1982167173/ref=sr_1_2?crid=3VAJRS34JBI9L&keywords=daniel+willingham&qid=1684269299&sprefix=daniel+will%2Caps%2C109&sr=8-2.+++My Stuff: Finneranswake.comEmail: finneranswake@gmail.comInstagram: Daniel Ethan Finneran (on which I post short clips from episodes)Twitter: @DanielEFinneranPNEUMA!! My Wellness and Meditation channel: @pneumabydanielfinneran Pneumameditations.com Check out Pneuma to listen to the Internet's most soothing voice.  With affection,Daniel 

Why we must learn lessons about how we learn? CIS welcomed world-leading education researcher, cognitive psychologist and Ask a Cognitive Scientist columnist Dan Willingham to discuss how we learn and why this matters. While researchers have learned vastly more about how we learn, this isn't always reflected in teaching within schools or in how students study. Many practices for teaching and self-study are based on outdated theories, misconceptions, neuro-myths, anecdotes, and trial-and-error. But increasingly scientifically-informed practice can optimize teaching and study time – ultimately helping students to be more effective, efficient, and engaged learners. What are the key lessons from how we learn? How should cognitive science inform teaching and learning practice? Can we train our brains to be better learners? Why do so many teaching and learning fads not work in practice? Why are misconceptions about learning so persistent and hard to shake? Daniel T. Willingham is Professor of Psychology at the University of Virginia, with expertise in cognitive psychology and neuroscience as it applies to school education. He is author of the Ask a Cognitive Scientist column of the American Educator journal, as well as several books, including Why Don't Students Like School?, When Can You Trust the Experts?, and Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. This discussion is convened by CIS program director in education policy, Glenn Fahey. Glenn is co-author of the report, Failing to teach the teacher: An analysis of mathematics Initial Teacher Education (CIS, 2021).

I am very excited to be sharing this special episode with you, the Season 2 Finale of this podcast, featuring one of the most respected cognitive scientists in the world, Dan Willingham. Subscribe to this podcast on…SpotifyGoogle PodcastsApple PodcastsWordPress Before we go over to Dan, I wanted to thank all of you who have supported … Continue reading S2E26: Dan Willingham on Applying Cognitive Science to K12 Education

In today's conversation, I am joined by Dr. Dan Willingham, a memory expert with a Ph.D. in Cognitive Psychology from Harvard. Dan's new book Outsmart Your Brain (which we discuss today) will change your life. While the book is catered to K-16 learners (for example, it includes chapters on “how to take notes,” “how to listen to a lecture,” “how to read hard books,” and “how to take tests”) trust me when I say this book is for you and everyone you know. It is fascinating and will help you with any presentation you may give or meeting you will be in moving forward. Trust me, you're gonna love this. A little more about Dan: His work has appeared in the Washington Post, The New York Times, and many other publications, and he is the author of several books – his writing has appeared in 18 languages! In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences. Whether you want to be a better learner yourself or if you have kids (including college students) in your life whom you want to help be successful, this episode and book are for you. I can't wait to dive into this one because there is so much great stuff. Show Notes: [00:43] In today's conversation, I am joined by Dr. Dan Willingham. Dan earned his Ph.D. in Cognitive Psychology from Harvard University in 1990. [03:03] Dan shares about himself, his background, and the work he does.  He was trained as a cognitive psychologist.   [04:04] He shares his transition from basic researcher to applied researcher.  [07:02] Often, we assume people know that thing that we know so we miss key things when presenting. That means they don't get value from your talk.  [08:41] There are things we know we should do that we find difficult to implement. Sometimes we really don't know what is optimal to do. We tend to do things in the moment that we feel are working and are not that difficult. (But often, the harder/counterintuitive thing will make a much bigger impact.) [11:16] Does cramming work? Dan says, “kind of.” It depends on what your goals are. If you do not care about remembering something in the long term then crowding it all in right before you need to perform is actually fine.  [12:50] The only way to ensure that you remember things in the long term is if your learning happens over time rather than all crammed together.  [15:42] If you are trying to master a new skill or a new topic and you feel like you need to wait to start until you have more than small bits of time, don't wait! The data shows this is actually optimal for learning and retention.  [18:2326] Creating that consistent study or work habit by time and not by task is very important.  [21:04] We all procrastinate. It is a natural tendency.  [22:37] The key thing is you have to give yourself permission to stop if you want to.  [24:26] The night of sleep is important in consolidating the memories that were formed during the day. If you don't get much sleep or you get low-quality sleep you are tampering with the learning that you put so much time into the previous day.  [25:40] Your intention or your desire to learn contributes nothing to whether or not you will learn something. There are lots of things we want to remember but don't.  [27:26] Memory loves meaning. That is the main way we remember.  [29:05] You draw memory out the same way that it went in.  [30:53] Memories are going to be queued by thoughts or by things in the environment later. The way you are going to be able to draw memories out most successfully is when the queue is a good match for the way you thought about the memory at the time you were trying to remember it.  [32:51] When you are storing something away, think to yourself, “How am I likely later to try and remember this?” and make that part of the way it becomes retrievable.  [35:48] How do you organize 94 tips in one book? He chose to sort them by task. It is organized by things you would do that entail learning (how to read hard books, how to take notes, etc).  [38:45] When there is a hierarchical organization in speeches you are expected to make connections among the different things that you are hearing. Because it is not a narrative it is difficult to make those connections.  [41:45] You want to reframe to highlight what you enjoy instead of what is making you procrastinate. Looking at it in this way helps you overcome that.  [44:43] Allocate time to different tasks to help you get to the tasks that you tend to procrastinate on. Do the hard task first.  [46:40] It is not that what you are doing now is ineffective. It is that it can be slightly tweaked to be significantly more effective.  [48:31] What's the simplest tip in the book? Some data shows that chewing gum helps you to focus for 20 minutes. Give it a try if you like gum! [50:328] Melina's closing thoughts [51:39] In understanding how your own brain is wired to learn as well as others, and then how to "outsmart it" every step of the way is pure gold. Thanks for listening. Don't forget to subscribe on Apple Podcasts or Android. If you like what you heard, please leave a review on iTunes and share what you liked about the show.  I hope you love everything recommended via The Brainy Business! Everything was independently reviewed and selected by me, Melina Palmer. So you know, as an Amazon Associate I earn from qualifying purchases. That means if you decide to shop from the links on this page (via Amazon or others), The Brainy Business may collect a share of sales or other compensation. Let's connect: Melina@TheBrainyBusiness.com The Brainy Business® on Facebook The Brainy Business on Twitter The Brainy Business on Instagram The Brainy Business on LinkedIn Melina on LinkedIn The Brainy Business on Youtube Join the BE Thoughtful Revolution – our free behavioral economics community, and keep the conversation going! Learn and Support The Brainy Business: Check out and get your copies of Melina's Books.  Get the Books Mentioned on (or related to) this Episode: Outsmart Your Brain, by Dan Willingham Good Habits, Bad Habits, by Wendy Wood Tiny Habits, by BJ Fogg You Are Not So Smart, by David McRaney A More Beautiful Question, by Warren Berger Connect with Dan:  Dan's Website Dan on Twitter Top Recommended Next Episode: An Overview of Memory Bias (ep 280) Already Heard That One? Try These:  How To Change, an interview Dr. Katy Milkman (ep 151) Overview of Personal Biases (ep 45) Dunning-Kruger Effect (ep 266) Habits (ep 21) Stressed and Overcommitted? Tips to Tackle Planning Fallacy, a behavioral economics foundations episode (ep 114) Framing (ep 16) Temptation Bundling (ep 136) Herding (ep 19) Time Discounting (ep 51) Good Habits, Bad Habits: An Interview with Wendy Wood (ep 127) Bikeshedding: Why The Simplest Tasks Can Keep You Stuck (A Behavioral Economics Foundations Episode) (ep 99) Other Important Links:  Brainy Bites - Melina's LinkedIn Newsletter

Memory is a funny thing. We like to think we have these perfect pictures of what really happened in our minds waiting to be retrieved in pristine condition, but that's not at all how it works. It turns out we have all sorts of biases that, well, bias our memories. And that is important to know in our interactions with other people in life and business.  The truth is: you can remember something completely different from someone else, and neither of you has to be wrong. Let me say that again, even if you remember something that is completely different than someone else, it doesn't mean that either of you is wrong. Our brains screen for different information than what someone else might be screening for (focusing illusion and confirmation bias). That subconscious filter is sifting through a lot of stuff, and what mattered to you and what you remember is never the full picture. This episode, which originally came out in early 2019, is a quick run through of a bunch of memory biases (part of the 8-part “All the Biases”  series).  So, why was memory important to refresh today? It is because of the guest I am delighted to introduce you to this coming Friday, Dan Willingham, a memory expert whose book Outsmart Your Brain will change your life (and that of every learner you know). Outsmart Your Brain has chapters on “how to take notes,” “how to listen to a lecture,” “how to read hard books,” “how to take tests,” and more. It is fascinating and will help you with any presentation you may give or meeting you will be in moving forward. Trust me, you're gonna love that conversation and Dan's book, so be sure to subscribe to The Brainy Business podcast now (before you forget). (Haha, memory joke!) Show Notes: [00:39] Today's episode is all about memory biases. Memory is a funny thing. [01:16] You can remember something completely different from someone else, and neither of you has to be wrong. [03:41] Today's episode is going to be divided into three sections: general memory stuff, false memories, and tips on how you can use these biases to help you remember things better.  [04:45] Our memories are basically inaccurate renditions our brains tell us and every time we access them we change them a little. So the more you think about something the less and less it is like the original version. (Frustrating, but true.) [06:26] Your customers, coworkers, friends, and family all have these same biases, so hopefully learning more about all your brains will help in all sorts of interactions in the future.  [07:20] You are the hero of your own story and no one will remember your story as well as you do (but of course even you don't remember your story correctly). The emotions tied to bad memories will fade quicker than the emotions tied to positive events.  [10:08] A few well planned surprise and delight moments throughout a relationship can create good peaks (and remember the most recent end holds the most weight).  [12:38] A false memory is when we accidentally think something we imagined really happened and misattribute it as a memory.   [14:15] Our brains are powerful, but they are easily manipulated too.  [15:39] The opposite of a false memory is called cryptomnesia when a real memory is mistaken as imagination because there is not a proper experience of it being a memory.  [17:21] We do tend to remember the efforts we had to put in as much higher than they were and toils more difficult as they were in reality.  [19:12] Don't feel like you need to remember everything about everything. Instead, remember important things that can't be easily looked up, and don't gunk up your brain with all the trivial information. [20:45] If you want to be able to remember things better and with easier recall, it is best to have repeated exposure over a long span of time instead of trying to cram it all in at the last minute. [22:14] Try to commit things to memory in the context they belong to or multiple contexts so they are less isolated. The mood we are in is also tied to the context. [24:13] If you want to remember things, write them down.  [25:51] Visual images are often recalled by our visual subconscious faster and easier than words because of the picture superiority effect. [27:38] We all put so much effort into making things as easy as possible to read and process but in reality due to processing difficulty, stuff that takes longer to read and process is easier to remember.  [28:43] We are provided with lists of things all the time and the way those things are presented absolutely impacts memory.   [30:15] Due to the next in line effect you are less likely to remember the words people spoke just before you because you were distracted with what you wanted to say. Being a good listener is key to building relationships in life and business.  [31:40] Melina's closing thoughts Thanks for listening. Don't forget to subscribe on Apple Podcasts or Android. If you like what you heard, please leave a review on iTunes and share what you liked about the show.  I hope you love everything recommended via The Brainy Business! Everything was independently reviewed and selected by me, Melina Palmer. So you know, as an Amazon Associate I earn from qualifying purchases. That means if you decide to shop from the links on this page (via Amazon or others), The Brainy Business may collect a share of sales or other compensation. Let's connect: Melina@TheBrainyBusiness.com The Brainy Business® on Facebook The Brainy Business on Twitter The Brainy Business on Instagram The Brainy Business on LinkedIn Melina on LinkedIn The Brainy Business on Youtube Join the BE Thoughtful Revolution – our free behavioral economics community, and keep the conversation going! Learn More and Support The Brainy Business: Get your copies of Melina's Books.  Get the Books Mentioned on (or related to) this Episode: Outsmart Your Brain, by Dan Willingham What Your Customer Wants and Can't Tell You, by Melina Palmer You Have More Influence Than You Think, by Vanessa Bohns You Are Not So Smart, by David McRaney  Unleash Your Primal Brain, by Tim Ash Top Recommended Next Episode: Confirmation Bias (ep 260) Already Heard That One? Try These:  Costco (ep 47) Apple Card (ep 42) Overview of Personal Biases (ep 45) The Overwhelmed Brain and Its Impact on Decision Making (ep 32) The Focusing Illusion (ep 89) Surprise & Delight (ep 276) The Peak End Rule (ep 97) Time Discounting (ep 51) Other Important Links:  Brainy Bites - Melina's LinkedIn Newsletter  COGNITION Chapter 6: MEMORY DISTORTIONS Fundamentals of Cognitive Psychology The Science of ‘Accidental' Joke-Stealing and Plagiarism

Dan Willingham is a cognitive psychologist whose research focuses on the intersection of learning, memory, and education. As an applied researcher, he focuses on communicating psychological principles to educators, using science to help teachers understand student minds and teach more effectively. His latest book, "Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy" focuses on optimizing the learning process—using strategies that encourage retention and understanding while avoiding procrastination and burnout.

Dan Willingham is a Professor of Cognitive Psychology at the University of Virginia.  He is the author of the new book entitled Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. We are going to hear about how to be smarter about learning new material in school and in life. Get full access to What Happens Next in 6 Minutes with Larry Bernstein at www.whathappensnextin6minutes.com/subscribe

Episode 117: This week on Thinking Deeply about Primary Education, I'm joined by Neil Almond and Christopher Such for an in-depth exploration of story and the privileged position it holds in the human mind, including what this means for teachers, how we can utilise it in the classroom, and the potential pitfalls to avoid. As part of the chat we discuss... 1. Dan Willingham says that stories are particularly sticky, David Didau says that story holds a privileged position. What does that actually mean? 2. How can we get the most from the use of story in our classrooms? 3. Are there any pitfalls we should avoid when trying to utilise story? ...plus much, much more. Whether you're new to the profession or an experienced senior leader, you won't want to miss this one! You can support the podcast via www.ko-fi.com/tdape or by subscribing to www.youtube.com/@TDaPE 

This week on The Learning Curve, Cara and Gerard speak with University of Virginia Professor Dan Willingham about cognitive psychology and K-12 education. Professor Willingham discusses the psychology of learning and the research that shaped his thinking and writing, including his advocacy of using scientific knowledge in classroom teaching and education policy and his critique of the “learning styles […]

This week on The Learning Curve, Cara and Gerard speak with University of Virginia Professor Dan Willingham about cognitive psychology and K-12 education. Professor Willingham discusses the psychology of learning and the research that shaped his thinking and writing, including his advocacy of using scientific knowledge in classroom teaching and education policy and his critique of the “learning... Source

Today's guest is Daniel Willingham, author of the new book Outsmart Your Brain. I'm so excited for you to hear us talk about how we as teachers can help students to become successful, independent learners through supporting their focus, planning and goal setting; purposefully take notes from listening or reading; and how to help them best tackle and comprehend complex texts. Later, I'm joined by my colleagues Elisha Li, Gina Dignon, Lainie Powell, and Macie Kerbs for a conversation about what we can bring to the classroom.****Read a full transcript of this episode and learn more about the show at  jenniferserravallo.com/podcastClick the links for more on Daniel Willingham or his book Outsmart Your Brain.****About this episode's guest:Dan Willingham received his PhD from Harvard University in cognitive psychology and is now a professor of psychology at the University of Virginia. He is the author of several books, including The Reading Mind: A Cognitive Approach to How the Mind Reads and Raising Kids Who Read. A fellow of the American Psychological Association and the Association for Psychological Science, you can follow him on Twitter @DTWillingham.Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

"There was a lot going on at my house, and so having time to rest in that way, where I really feel like I don't have anything to do right now, that's still relatively novel." This is a Contemplation Capsule. A distilled moment, to step inside Dan Willingham's places of rest, respite, and contemplation. Happy listening. H To support this podcast: - Share it, leave a review, show someone a little grace; - Join in @thearchitectureofcontemplation; - You can treat a coffee over at Patreon @hkaur (this is copiously consumed during a conversation; if I'm feeling particularly loquacious, I'll hit the matcha or cha).

"Your brain is completely insensitive to your desire to learn." Dan Willingham is a Professor of cognitive science at the University of Virginia, and the author of Outsmart Your Brain: Why Learning Is Hard and How You Can Make It Easy, his most recent book. Dan's book spoke to me for it's deep pragmatism in this field of human learning, and it is the word that emerges for me, out of this conversation. Dan's work bridges the learnings of cognitive science with the real world implications, and possibilities, of these findings, and their transformational potential on learning, and teaching. Topics covered include why the brain is not really built to think, the missing piece in teaching students how to learn, on why eduction elicits so much emotion, and the joy of walking in solitude. As for rest, respite and contemplation, it's a journey that is unfolding for Dan, and his openness in this conversation, really moved me. We also talk stamp collecting. I'll leave it there for now... Without further ado I bring you, Dan Willingham, author of Outsmart Your Brain. H To support this podcast: - Share it, leave a review, show someone a little grace; - Join in @thearchitectureofcontemplation; - You can treat a coffee over at Patreon @hkaur (this is copiously consumed during a conversation; if I'm feeling particularly loquacious, I'll hit the matcha or cha).

My friend Zoë (hi Zoë!) is taking a course on learning design. In it, she heard about Behaviourism, Cognitivism, and Constructivism, and while she said that she found it confusing, her main takeaway is that "you need a bit of each". I recorded this episode to help her have a clearer sense of what these three words really mean, and that "a bit of each" is emphatically not the right message. I thought that others might benefit from the same summary. This is a frequent topic in education courses, and I think it generally gets a pretty poor treatment. Hopefully this will clear things up for a lot of people. Enjoy the episode. *** RELATED EPISODES Note how the distribution of episodes reflects the importance of topics. Behaviourism is important to know about but it really isn't current as a way of thinking about learning, it's more of a historical relic with some lasting applicability to animal training. Constructivism is a mistaken and misleading theory that keeps negatively affecting educational practice and never seems to go away, so I keep having to talk about it. Cognitivism is a really effective approach which deserves to be known more widely - it took me a long time to find out about it, hence why the episodes about it tend to be more recent. Behaviourism: 3. Don't Shoot the Dog! The New Art of Teaching and Training by Karen Pryor Constructivism: 42. Do Schools Kill Creativity? by Ken Robinson; 65. Beyond the Hole in the Wall by Sugata Mitra; 87. Experiential Learning by Colin Beard and John Wilson; 88. The Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching; 90. Discovery learning: the idea that won't die; 124. The Cambridge Handbook of the Learning Sciences Cognitivism: 79. What learning is; 80. The Chimp Paradox by Prof Steve Peters; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Daniel Willingham; 95. The Reading Mind by Dan Willingham; 132a. Direct Instruction and Project Follow Through; 132b. Direct Instruction: the evidence; 135. Professional writing expertise; 136. Congitive architecture and ACT-R; 136+. Interview with Prof. Christian Lebiere on ACT-R and Cognitive Architecture REFERENCES I mention the following article as one where the authors (eminent figures in cognitive architecture, one of whom is a Nobel Prize winner) ask Constructivists to stop misrepresenting their work and saying things in direct contradiction to the evidence. Anderson, Reder, & Simon (1999). Applications and Misapplacations of Cognitive Psychology to Mathematics Education. SUPPORT You can support the podcast and join the community forum by visiting https://www.buymeacoffee.com/edubookcast.

In this episode we are chatting with Robert Pondiscio. Robert is a senior fellow at the American Enterprise Institute (AEI), where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. We discuss the importance of reading comprehension in the Science of Reading, which is being overlooked by some. Here is the link to Roberts's article.https://fordhaminstitute.org/national/commentary/wanted-science-reading-comprehension-movementHere is the link to Dan Willingham's video Robert talks about: https://www.youtube.com/watch?v=RiP-ijdxqEcLink to Baseball Experiment: https://www.coreknowledge.org/blog/baseball-experiment-two-wisconsin-researchers-discovered-comprehension-gap-knowledge-gap/If you are enjoying our podcasts, please leave a five star review: https://podcasts.apple.com/us/podcast/building-knowledge/id1618939881 Follow us on Facebook: https://www.facebook.com/CoreKnowledgeFoundationFollow us on Instagram: https://www.instagram.com/coreknowledgefoundation/

Presented and produced by Seán Delaney. On this podcast I discussed social and emotional learning with Professor Sara Rimm-Kaufman from the University of Virginia School of Education and Human Development. Among the topics discussed were: What social and emotional learning is The implicit and explicit process of learning social and emotional skills How children can learn empathy Her book for teachers: SEL from the Start From listening to respectful communication to respecting others' perspectives Where social emotional learning fits in the regular school curriculum What service learning is and examples of it in practice Three possible categories of service learning solutions: Educate others, change a policy or take direct action. The relationship between service learning and project-based learning How Sara Rimm-Kaufman and her colleagues (including Tracy Harkins and Eileen Merritt) developed Connect Science, a scheme that uses the service learning approach to combine social emotional learning and academic content Applying service learning in different curriculum subject areas The notion of “fidelity of implementation” in education research (and an “intent to treat” analysis) The theme that characterises her research interests: the centrality of social emotional learning (e.g. for racial equity) and the widespread practices in school that have never been studied but would benefit from research into their effectiveness or lack of effectiveness The source of her research interests Her early research on primates and working with Professor Jerry Kagan to subsequently working in schools with children in first grade. Why she likes conducting research in schools, despite the challenges such research brings Relational trust – what it is and why it is important among the adults in a school Who has responsibility for building relational trust among the adult community in a school? Building relational trust with and among children in a school The relation between a teacher's beliefs and their practice – a bidirectional process. She loves the work of Dan Willingham, a former guest on this podcast.

How the Brain Learns is one of the first books I bought about education, all the way back in summer of 2014. It sat on my shelf for seven years before I finally got round to reading it. Now, with the benefit of knowledge gained from so many years of investigation, it is much less impressive to me than it would have been when I started. After introducing some basics of brain anatomy, the author starts to describe learning, covering a lot of ground that we've already seen in this podcast in a generally acceptably accurate way. As usual for books about learning with "brain" in the title, it feels as though this word is maintained largely for the purposes of hype, as references to brains in this book, as in others, do little to help us understand the nature of learning. The book does have several important flaws, most striking of which is the author's apparent lack of understanding of the concept of working memory, perhaps the most important learning concept to grasp. The author seems to think that cramming for a test only keeps information in working memory and doesn't allow for transfer to long-term memory, which suggests that crammers have miraculous working memories that can hold far in excess of the pruported limit 2-7 items of information, and that they hold this information in there for days (presumably there is nothing they can divert their attention to in the meantime). How the Brain Learns does contain a few interesting nuggets, and there are a number of ideas that it explains more or less correctly. This puts it way above its apparent cousin Brain-based Learning, put still far behind Why Don't Students Like School? and other books on this podcast for helping us understand how learning works. I do not recommend it, but I've seen worse. Enjoy the episode. ### RELATED EPISODES 53. Brain-based Learning by Eric Jensen - a similar, though considerably worse, book about learning and brains. 79. What learning is - about the modal model of memory (cognitive architecture: working memory and long-term memory), the most important thing I've learned in six and a half years of researching this stuff. 85. Why Don't Students Like School? by Dan Willingham - the classic cognitive science book for teachers. 80. The Chimp Paradox by Prof Steve Peters - a model very similar to the modal model of memory.

How can we foster intellectual bravery in young students? On this edition of Khan Academy Ed Talks, University of Virginia professor, and author, Dan Willingham, Ph.D., joins Khan Academy Chief Learning Officer, Kristen DiCerbo. They discuss the foundations to building confidence in learning. Streamed live on April 21, 2021. See the original stream on YouTube. […]

The ethics of teaching are in the news daily as the pandemic continues to upend everything we know about education. Looking forward, how can we better prepare and build teachers looking to join this complex and ever-evolving field?Joining us today is Dan Willingham. He is a professor of psychology at the University of Virginia, and also the author of numerous books, including The Reading Mind, Why Don't Students Like School?, and When Can You Trust The Experts?, and the forthcoming Outsmart Your Brain.Trained in cognitive psychology, his research now focuses on the intersection of cognitive psychology, neuroscience, and K–12 education.Hear his theory on the practice of creating teachers, federal regulation of teaching practices, the “reading wars”.Episode Quotes:Decoding and visual perception as a means of teaching kids to read:"When you see an elephant, you don't say, well, I see a trunk and I see some feet and there's a tail. Let me kind of piece together. In these parts, you just see an elephant. And similarly, a really good reader just sees the word dog. They don't sound it out. This is the way good readers do it. And so we want kids to be taught the good way to do it straight away."On gaming as a teaching mechanism, and using more direct pathways to teaching certain topics:"The Soviet Union for years taught everybody Chess because they thought it was going to make everybody smart. And we don't have their data because the Soviet union never released it. But we do have data from US School systems, Chess doesn't make you smart, chess makes you good at Chess. And so that transfer problem is a big problem in gaming. If you want to teach kids Math, They actually really need to do Math."On his book When Can You Trust the Experts:"So, if I have a lot of trouble figuring out who's an expert, then I easily fall prey to people who claim to be an expert. I think the reason is that once you get out of a content area that you know anything about, you have to fall back, not on expertise, you can't really evaluate the expertise. So, you fall back on marks of expertise, sort of earmarks of expertise. And I think those are fairly easy to fake, especially in professions where there's no licensing going on."Show Links:Daniel Willingham websiteTwitterOrder Book: The Reading MindOrder Book: When Can You Trust The Experts?Order Book: Why Don't Students Like School?

In this special episode of the Tes Podagogy podcast we chat with Professor Dan Willingham from the University of Virginia about how you teach students to understand if they know something - or just think they know it. Professor Willingham spoke with us after speaking at the World Education Summit that took place last week and for which Tes was the media partner.

Rote memorisation is commonly reviled. I think some careful consideration of its role is in order. In short, my position is that rote memorisation is an inefficient approach, but sometimes difficult to avoid (such as when learning foreign language vocabulary), and should not be shied away from when there is no other option, though we should certainly do what we can to use alternatives. In the recording I also talk about ways to reduce or eliminate rote memorisation where possible, cultural differences between China and the West, and my own experience of learning vocabulary, among other things. Enjoy the episode. *** RELATED EPISODES Cognitive science (general): 19. Seven Myths about Education by Daisy Christodoulou; 52. How We Learn by Benedict Carey; 79. What Learning Is; 80. The Chimp Paradox by Steve Peters; 81a. The Myth of Learning Styles; 81b. on the Expertise Reversal Effect; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Dan Willingham; 86. Learning as information compression

What Video Games Have to Teach Us About Learning and Literacy is a book that I read early in my education research quest. At the time, I thought that it had interesting points to make, but I was unclear on quite how to react to it. After several more years of reading and research, it's clear to me that this book is deeply flawed. First of all, the author redefines "literacy" in a very strange way. He takes any form of semiotic system to count as a "type" of literacy. So, for example, if you know how to use a smartphone, then you are "literate" in the layout, symbols, and conventions of smartphone user interface. This is obviously not the kind of literacy that most people are interested on or concerned about, and it is less valuable than "conventional" literacy, partly because of barrier to entry (learning to read is relatively hard, learning to use a phone is relatively easy) and partly because of utility. Secondly, he coins a lot of new terminology for no apparent reason. During the recording I've had to translate some of his terms into more ordinary language, including the usual technical terms rather than his special ones. His terminology only serves to obscure his message and make it seem as if there is more content here than there really is. Finally, and most importantly, his central point is misguided. He essentially says that learning a subject is mostly about socially getting on in that world - knowing how to get on with other artists, mathematicians, surgeons, or whatever other skill "community", depending on the domain. However, this completely overlooks the glaring difference in difficulty between getting to know social conventions and attitudes of a subculture and learning the requisite knowledge and skills in order to be useful and productive in that domain, let alone to actually understand what is being said by other practitioners. The former takes a matter of weeks or months of acculturation, and the latter years or even decades of dedication. If we focus on the social context of knowledge rather than the knowledge itself, to coin a phrase, it would be like making beautiful light fittings for a house that you haven't built - pointless in the absence of the larger task that is left undone. Enjoy the episode. *** RELATED EPISODES Cognitive science (general): 19. Seven Myths about Education by Daisy Christodoulou; 52. How We Learn by Benedict Carey; 79. What Learning Is; 80. The Chimp Paradox by Steve Peters; 81a. The Myth of Learning Styles; 81b. on the Expertise Reversal Effect; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Dan Willingham; 86. Learning as information compression Cognitive science (literacy-related): 41. What Reading Does for the Mind by Keith Stanovich and Annie Cunningham; 91. Vocabulary Development by Steven Stahl; 93. Closing the Vocabulary Gap by Alex Quigley; 95. The Reading Mind by Dan Willingham Expertise: 20. Genius Explained by Michael Howe; 22. The Talent Code by Daniel Coyle; 24. Outliers by Malcolm Gladwell; 49. The Art of Learning by Josh Waitzkin; 97. The Polymath by Waqas Ahmed; 98. Range by David Epstein Games and play (including computer games): 34. Reality is Broken by Jane McGonigal; 35. Minds on Fire by Mark Carnes; 36. Fun, Play, and Games; 37. A Theory of Fun for Game Design by Raph Koster Other fads / critical reviews: 42. Do Schools Kill Creativity by Sir Ken Robinson; 53. Brain-based Learning by Eric Jensen; 59, 60 on Brain Training; 62. Brainstorming makes you less creative; 65. Beyond the Hole in the Wall (on Sugata Mitra); 71. Visible Learning by John Hattie; 81. on Learning Styles; 87. Experiential Learning; 88. The Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Professor Dan Willingham is a psychologist at the University of Virginia. Dan started out as a cognitive psychology and neuroscience researcher, but an encounter with E. D. Hirsch Jr. led him to take an interest in the application of cognitive psychology to education. In this episode, Dan talks to Greg Ashman about his interest in education, his book, Why Don't Students Like School?, a new edition of which is in the pipeline, reading instruction and critical thinking.

Episode 048: Knowledge Party with Natalie WexlerToday on Vrain Waves we have an exciting and somewhat earth shaking interview from Natalie Wexler, education journalist and author of The Knowledge Gap. She walks us through the contributing research and education history that led her to write the book, and some strategies for schools to set the foundation for student success. From her website: “Education journalist Natalie Wexler focuses on two ideas that have solid evidence behind them but have been mostly overlooked by schools and reformers: immersing children from less-educated families in knowledge about the world, and linking that knowledge to writing instruction.”Connect with Natalie WexlerWebsite: nataliewexler.com | Twitter: @natwexler | Books: The Knowledge Gap, The Writing RevolutionConnect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Intro (00:58)4 times less likely to graduate if not reading on grade level by 3rd gradeNYT Article: Reading Scores on National Exam Decline in Half the StatesTypical time spent in 3rd grade on reading: 2 hours; 16 min on social studies, 19 min on science (2012)Reading comprehension cannot be broken down into discrete skillsDaisy Christodoulou - Books; (bonus: Check out her stuff on Comparative Judgment for assessment!)Natalie Wexler’s view on the Promise of Public Education (5:25)Functioning democracy needs a citizenry that can understand events and how to edit and fact check the information that they’re exposed toWhat is The Knowledge Gap (06:55)We’ve treated reading like it’s a set of discrete skills while letting content knowledge take a back seatMost important factor for successful reading comprehension: how much background knowledge and vocabulary you already haveThe Baseball Study and reading comprehension (09:42)2 Parts of Reading: Decoding and Comprehension (11:27)Cognitive Scientists and Teachers have come to opposite conclusions - decoding needs direct and explicit instruction and comprehension will come along with more exposure to contentLanguage at the Speed of Sight, 271–274Dan Willingham (Vrain Waves Episode with Dr. Willingham)Whose knowledge? (16:13)Common core history and content knowledge (18:32)Supplemental materials language on content in common coreUnderestimating student ability and having high expectations (22:10)Student choice (24:13)Behavior and content knowledge (26:01)The Matthew Effect in ReadingCognitive Load theory - novices and experts - Slides from Daniel Braithwaite“Leveled texts lead to leveled lives.” - Alfred TatumHistory of the role of content in reading instruction (28:35)Alternatives to leveled groupings (31:08)Listening comprehension exceeds reading comprehensionWritten language is more complex than spoken languageThe importance of exposing struggling readers to grade level texts (34:07)The importance of facts and knowledge in the age of Google (36:42)Burden on working memory (see cognitive load theory)The Curse of Knowledge (38:19)Doug Lemov: “Those of us on the privileged side of the knowledge gap have no idea how we got here.”Importance of pre-assessmentMisinterpretation of Bloom’s Taxonomy (40:35)Taxonomy, not a hierarchySkipping lower levels is not appropriateQuote from the book: “That graphic has led many educators to conclude that the ‘lower-order’ tasks should be passed over as quickly as possible, or even eliminated, because they’re inferior to those at the top. In fact, Bloom meant that knowledge and comprehension are prerequisites for higher-order thinking, and that teachers should never ask students to start analyzing or evaluating a topic until first ensuring they have a solid understanding of it.”The Writing Revolution (42:33)Writing builds and solidifies knowledge as well as demonstrating knowledgeRetrieval Practice / The Testing EffectThe Protege EffectKnowledge is like velcroSentence frames with ending conjunctions for promptsBalance between free writing & content-based writing (47:40)Judith Hochman - The Hochman MethodRole of the teacher in the modern classroom, PD (48:54)Delivering curriculum instead of creating curriculumOngoing PD around content delivery, not skills in isolationProvide information and then guide them through thinking about that information with opportunities for desirable difficultyClosing & Take Aways (53:00)NatalieWexler.com / Forbes.com contributorQuote: “It’s not so much that particular bits of information are vital in and of themselves—although some certainly are. It’s more that people need to have enough facts in their heads to have what one commentator has called ‘a knowledge party’—a bunch of accumulated associations that will enable them to absorb, retain, and analyze new information. Education certainly shouldn’t end with facts. But if it doesn’t begin there, many students will never acquire the knowledge and analytical abilities they need to thrive both in school and in life.”Other Resources as well as some relevant citations from The Knowledge Gap:Amplify Science of Reading PodcastShanahan: Should We Teach Students at their Reading Level Why Minimally Guided Techniques Do Not Work, Kirschner et alTeaching Content is Teaching Reading - YouTube Video, Dan Willingham

Episode 045: Dr. Tom Nichols, Expertise in EducationFive-time Jeopardy! Champion, professor, and author Dr. Tom Nichols joins us on Vrain Waves to discuss the implications of his work on K12 education. We chat with Dr. Nichols about the importance of relying on experts, cultivating our own expertise, and the cognitive heuristics that get in our way. From his website: “Tom Nichols is a U.S. Naval War College University Professor, and an adjunct at the U.S. Air Force School of Strategic Force Studies and the Harvard Extension School. He is a specialist on Russian affairs, nuclear strategy, NATO issues, and a nationally-known commentator on U.S. politics and national security.” And he agreed to talk to us!! Ben and Becky! We are so excited to share his thoughts with you, our busy listeners - please share your thoughts on Twitter with the #MakeSomeVrainWaves or tweet us @VrainWaves with your favorite takeaways. Thanks for listening!Connect with Dr. Tom NicholsWebsite: Facebook: Death of Expertise | Twitter: @radiofreetom | Book: The Death of ExpertiseConnect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalbLinks & Show Notes “Nothing builds up resistance to learning like constant praise.” Dunning-Kreuger Effect (05:58) Foreign Affairs Article from Dr. Nichols about his Ukraine example Confirmation bias (08:57) Desirability bias (09:17)Idea of omnicompetence (from Richard Hofstadter’s book: Anti-intellectualism in American Life) (10:02) Original blog post before the book We are a postmodern society (13:47) “Expertise is necessarily exclusive.” / Inequality in expertise (18:02) Is education the solution? (23:43) Your degree is not a validation, it’s a license (28:08)Oxford University Press - 3 anonymous peer reviewers Our responsibility to defer to expertise (30:10) @RadioFreeTom on Twitter Gentle correction from colleagues Anecdata We are inherently bad at statistics (36:03) Kahneman on Thinking Fast & Slow in Scientific American Our interest in learning is at an all-time low (37:30) Dr. Nichols frequently writes for: USA Today / The Washington Post / The AtlanticTakeaways (41:01) Dan Willingham’s Book: When Can We Trust the Experts David Rock: “If you have a brain, you’re biased.”

Dan Willingham, Doug Lemov: Education, Success, and What Really Works | Steve Hargadon | May 28 2013 by Steve Hargadon

Dan Willingham: "Why Don't Students Like School?" | Steve Hargadon | Dec 1 2009 by Steve Hargadon

Episode 038: Dr. Dan Willingham, Cognitive Scientist Connect with Dr. Willingham Website: http://www.danielwillingham.com/ | Twitter: @DTwillingham Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links & Show Notes Loving reading the most (05:07) Make it an easy choice (07:12) Rewards & incentives for reading (07:26) “Take your kids seriously as a reader as soon as you can.” - Dan Willingham Making books the topic around the water cooler (10:15) Fluent decoding, comprehension, and motivation - the three-legged stool of raising kid who read “Before he can develop taste, he must experience hunger.” 30 min reading with the principal @ Indian Peaks Elementary - Kathi Jo Walder (11:36) Camp EmpowerED in SVVSD - May 28 & 29th, Register HERE Dr. Willingham’s books: The Reading Mind, Raising Kids Who Read, Why Don’t Students Like School Dan’s next book: Memory & Self-regulation of memory (12:46) Make It Stick, Mark McDaniel & Peter Brown, Henry Roediger (note: Read this book! It’s amazing!) Re-reading (14:07) Highlighting (17:22) Annotating is much better (19:43) Vocabulary instruction for understanding complex texts (20:31) Explicit vocabulary instruction works AND it’s very sensitive to context - need a number of examples to round out understanding Encouraging reading for leisure with rewards & incentives (24:41) Attributions (stickers, rewards, etc… what role do grades play in this??) Drop Everything & Read; Sustained Silent Reading (28:31) Research: Manning, M., & Lewis, M. (2010). Sustained silent reading: An update of the research. Digital vs. Analog reading (30:54) YouTube video APS Conference in San Francisco - psychological science in K12 education (34:09) What psych concepts do we, as teachers, need to get better at? (35:49) How kids behave & what they do Theories of memory & knowledge; Behaviorist / Cognitive / Constructivist Research on Homework (39:31) Homework as a reflection of school values Takeaways (41:47) Ask the Cognitive Scientist column Why Don’t Students Like School “Memory is the residue of thought. To teach well, you should pay careful attention to what an assignment will actually make students think about, not what you hope they’ll think about, because that is what they will remember.” - Dan Willingham

Episode 008: Glenn Whitman, NeuroTeach Today we talk with one of the authors of NeuroTeach: Brain Science and the Future of Education, Mr. Glenn Whitman. His dedication to understanding neuroscience and learning in order to effect change at the school building level permeates policy at the Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School in Potomac, Maryland. Glenn speaks to us about the ways in which learning about the brain can enhance our instruction. Connect with Glenn Whitman Twitter: @gwhitmancttl | Website: thecttl.org | Book: NeuroTeach: Brain Science and the Future of Education Links & Show Notes Out of our heads and into the classroom Memory Palace / Memory Journey (1:35) ..* Kevin Horsley, International Grandmaster of Memory ..* Priming (2:55) ..* Spacing (3:25) ..* Hidden Brain (3:49) ..* Thinking Fast & Slow / You are Not So Smart (4:11) ..* “The more you know, the easier it is to know more.” ..* Science of Success episode with Kevin Horsley ..* Storytelling (5:00) ..* Dreams as a story to create narrative from chaos ..* Broca’s Area (5:37) ..* Brain lighting up when hearing stories same as if action was happening to you (fMRI) ..* Stillmotion: touch the heart to move the mind Intro to Glenn Whitman (6:50) ..* NeuroTeach ..* CTTL ..* Think Differently & Deeply One educational truth: Every day every kid will bring his or her brain to class (7:54) How do kids actually learn, never trained (8:37) In 2007 - asked ourselves ‘What makes an Expert Teacher?’ (9:02) ..* Do we know enough about the organ of learning, the brain? Only 20% of teachers have been exposed to that sort of training, per Glenn’s experience Mind Brain Education - train St Andrews Teachers in the Learning Brain + ongoing PD in Educational Neuroscience (10:17) ..* Denise Pope at Stanford ..* Dan Willingham at UVA ..* Rob Coe at University of Durham in UK Mission-driven (12:55) Teacher enthusiasm for working with research (13:41) “Can you change the culture of a school through research?” (14:22) ..* We don’t intentionally use research enough in the learning space to improve instruction. ..* Teacher as researcher ..* Ready-made research (15:25) ..* E.g. Memory (16:00) ..* Spacing effect, active retrieval, dual coding, flashcards being misused ..* Action Research (17:01) ..* Original Research studies (17:25) Unconscionable List (18:12) - “detrimental pedagogy” ..* Labeling students (19:15) ..* Surprise quizzes that count for substantial points (19:51) ..* Wasting the beginning and the end of class (20:34) ..* Ebbinghaus Curve of Forgetting (21:55) ..* Exclusive Content: add 2 more to the list ..* No high school should start before 830 am (22:42) ..* No more than 4 subjects a day (23:20) ..* Other unconscionable list items: ..* Balance between project-based learning and the content knowledge necessary to be successful in those projects (23:38) ..* The Myth of Learning styles (24:34) ..* Howard Gardner Start and end of class (25:31) 3 questions every Monday from one teacher - one thing you remember from last week, 1 thing you remember from last month, 1 thing you remember from September (28:19) ..* Primacy recency effect Labeling (29:09) ..* What labels do to our mindset (29:57) ..* Create a fixed mindset & a self-fulfilling prophecy ..* Neuroplasticity (31:09) The Mindset Scholars Network (31:40) ..* Belonging Mindset ..* Purpose & Relevance Mindset Study - Reminded participants of race before a math assessment (33:34) ..* Hardiman out of Johns Hopkins ..* Downshifting (33:55) 12 Things Teachers should do for every student every day (35:16) ..* Choice Final Exams (35:38) ..* Low stakes Formative Assessment (37:08) ..* Connection between emotion and learning (37:37) ..* Rick Wormeli “Fair is not always equal.” ..* Spacing / active retrieval / dual coding ..* Exclusive Content ..* Teaching students the neuroanatomy behind learning (39:37) Making the podcast better (40:03) ..* Think Differently & Deeply - authors podcast (40:25) ..* Acknowledging prior knowledge Teaching is a learning profession for the adult (42:03) ..* You should be better in June than you were in September ..* Project Zero’s Thinking Routines ..* Ron Ritchhart ..* CTTL - Center for Transformative Teaching and Learning Mind, Brain, Education (44:10) ..* Twitter is a great lifeline - the Learning Scientists - subscribe! ..* @gwhitmancttl ..* “NeuroTeach Global” being released in January 2019 (45:01) Multitasking (46:41) - think about the pace and the amount of activities we’re giving our students Self-testing is the million dollar strategy (49:00) - how much do you know without referencing anything, then build upon the gaps We want doctors that have studied the organs of the body; we want teachers that have studied the organ of learning (50:47) ..* Studying the learning brain should be the foundation in our professional learning for improving at other pedagogical techniques Takeaways (53:21)

Do teachers know enough about how students think and what motivates them? Daniel Willingham thinks that ed schools are not giving teachers enough useful information about how children learn. He laid out his argument in an Education Next article, "Unlocking the Science of How Kids Think." In this episode, Dan Willingham speaks with Marty West about this problem with preservice teacher training and how it could be fixed. Read the full article here: http://educationnext.org/unlocking-science-how-kids-think-new-proposal-for-reforming-teacher-education/

In the previous episode, we looked at a range of articles concerning the effectiveness of so-called "brain training" in general, with a particular focus on Lumosity, one of the big players in the market. In this episode, we home in on perhaps the most promising type of "brain training": dual n-back. Dual n-back has more evidence than most other forms of "brain training" that it can increase working memory. This is a big deal, since working memory has otherwise not been found to change due to any intervention, but it is strongly implicated in higher reasoning and generally in intelligence. To paraphrase cognitive scientist Dan Willingham, if a genie were to suddenly appear and offer to increase your cognitive capacity in any way, your best choice would be to ask for more working memory. And dual n-back might just be the granting of that wish. One further advantage of dual n-back is that it is an unpatented technique, rather than software from one company in particular. You can find and use free dual N-back applications for the computer or mobile device. This also means that the waters are less muddied by the advertising / propaganda of people trying to make money from it. One thing we must keep in mind is that investing time and energy into any sort of "brain training" brings up an opportunity cost. Could that time and energy have been better used by learning something new - a new sport, craft, language, or field of study? Might not a change in diet, improved sleep, or increased exercise do more for the day-to-day working of one's brain than such specialised computer games? While none of the above are proven to permanently increase working memory, their effect on thinking is well-documented, and considerably less controversial than any brain-training, including dual n-back. If dual n-back works, we should probably have all pupils and students use it; if it doesn't, then we must not be distracted by it. Which will it be? Listen to the episode to find out more. Enjoy the episode.   Articles referred to in this episode: Jaeggi et al. (2008). Improving fluid intelligence with training on working memory. Jaeggi et al. (2010). The relationship between n-back performance and matrix reasoning - implications for training and transfer. Morrison and Chein (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. St Claire-Thompson et al. (2010). Improving children's working memory and classroom performance. Kroesbergen et al. (2014). Training working memory in kindergarten children: Effects on working memory and early numeracy. Shipstead et al. (2012). Is Working Memory Training Effective? Reddick et al. (2013). No Evidence of Intelligence Improvement after Working Memory Training: A Randomized, Placebo-Controlled Study. Lervag and Holme (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Lilienthal et al. (2013). Dual n-back training increases the capacity of the focus of attention. Colom et al. (2013). Adaptive n-back training does not improve fluid intelligence at the construct level: Gains on individual tests suggest that training may enhance visuospatial processing. Lebedev et al. (2017). Working memory and reasoning tasks are associated with different modes of large-scale dynamics in healthy older adults.

Critical thinking pioneer and guru Dan Willingham joins Dave and Steve in discussing the relationship between critical thinking, reading, and teaching.  They delve into the role that existing bodies of knowledge play in decoding thinking.  News of the week examines whether or not reading to evaluate produces stronger outcomes than reading to comprehend.  Also, to get "meta," Dave talks about the role attention plays in thinking, such as when listening to a podcast ... or not.

Even among those we call "digital natives" paper books are more popular than digital books. Further, research indicates that comprehension is higher with traditional books over e-books. Are paper texts here to stay? Follow: @larryferlazzo @DTWillingham @KristinZiemke @Bamradionetwork #edchat #teachers #edtech Dan Willingham is a cognitive psychologist who studies how what we know about the mind can be usefully applied in classrooms." A teacher of primary age learners in Chicago, Kristin Ziemke pairs best practice instruction with digital tools to transform learning in the classroom and beyond. Author of Amplify: Digital Teaching and Learning in the K-6 Classroom, Apple Distinguished Educator and National Board Certified Teacher, Kristin collaborates with educators around the globe as a staff developer, speaker and writer.

UnboundEd presents Dr. Dan Willingham. Dan discusses the practical application of the latest scientific research in cognitive psychology to the field of education, including the importance of phonics instruction and read alouds to the development of reading skills and vocabulary, the importance of contextualization in reading comprehension, and the benefits of repetition and vocabulary reinforcement on knowledge retention.

Podcast: Mike Petrilli talks with psychology professor Dan Willingham about his book, which is organized around nine questions a teacher could ask a cognitive scientist.