If you’ve been falling short of some major goal, it might not be your effort or motivation; it could be that you’ve set the wrong kind of goal. There are two types of goals; performance goals and ...

In the last 30 years, a series of innovative findings in neuroscience, metacognition, and learning have inexorably changed how we think about educating students. The notions that learning is ...

The increase in conversations about how to serve the overall needs of students, including their social and emotional needs, is one of the silver linings of education during the pandemic. While the ...

One theory contrasts implicit and explicit motivation. When we are implicitly motivated, we learn because we find the subject fascinating, because we want to achieve mastery of the subject or because ...

Leaders who are widely viewed as effective and highly successful in their organizations will tell you that 70% of the learning that got them there was through their experiences, 20% was through other ...

As I look back on the summer, one of the things that strikes me is how often a workshop I’ve given has followed a “technology training” at a school. In other words, faculty had already received tech ...

One week before Labor Day 30 years ago, I met my first public school class: 30 6th graders standing on the playground of their brand-new school, ranging in height from short and cute to intimidatingly ...

The new “question-of-the-week” is: How can we use goal-setting with our students? Research, and the practical experience of many educators, suggest that encouraging students to set their own goals can ...

One theory contrasts implicit and explicit motivation. When we are implicitly motivated, we learn because we find the subject fascinating, because we want to achieve mastery of the subject or because ...