How are Reading Skills Related to White Matter in the Brain (and Why Does It Matter)?

Dec 18, 2012 by Bill Jenkins, Ph.D.
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Read about the latest brain research on what happens in the brains of struggling and typical readers and why it matters to us as educators.

Selective Hearing: How Your Brain Extracts Meaning from the Noise

Nov 27, 2012 by Bill Jenkins, Ph.D.
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How can selective hearing help your students in the classroom?  New research indicates that selective hearing can help us focus on one voice in the sea of other noises and how we can benefit from this.

Early Predictors of Math Success

Nov 13, 2012 by Bill Jenkins, Ph.D.
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Understanding fractions are critical to future math and algebra success.  What simple things can be done to help young learners today for their success tomorrow?

Human Intelligence and the Brain: Mapping Intellectual Ability

Jul 24, 2012 by Bill Jenkins, Ph.D.
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Have you ever wondered what structures or areas in your brain allow you to understand language? Read books? Appreciate music? Find out what today’s researchers are discovering as they work to map intelligence in the brain.

How to Improve Reading Skills Through Metacognition

Jul 10, 2012 by Bill Jenkins, Ph.D.
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How can teaching metacognition impact the way a student learns? Find out what the research says, and discover metacognitive strategies that can be applied to any subject at every grade level.

Developmental Dyslexia: Differences in the Pre-Reading Brain

Jun 26, 2012 by Bill Jenkins, Ph.D.
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What if there were a way to predict dyslexia, so that affected children could receive earlier intervention?  Recent research may have found a way to do just that—by looking at differences in the brain before children learn to read.

Girl Brains and Boy Brains: What Educators and Parents Need to Know

Jun 12, 2012 by Bill Jenkins, Ph.D.
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How different are the brains of boys and girls? What do educators and parents need to know about gender and the brain, and how can we best help students learn?

Implicit vs. Explicit Instruction: Which is Better for Word Learning?

May 15, 2012 by Bill Jenkins, Ph.D.
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Do students learn better when instructors clearly outline learning goals (explicit instruction), or when students explore concepts independently (implicit instruction)?

The Motor-Cognitive Connection: Early Fine Motor Skills as an Indicator of Future Success

Apr 19, 2012 by Bill Jenkins, Ph.D.
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We generally don’t consider motor skills development in babies to be an essential element of cognitive development.  But is such thinking holding learners and educators back?

Deliberate Practice: How to Develop Expertise

Apr 12, 2012 by Bill Jenkins, Ph.D.
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Does the myth of ‘practice makes perfect’ hold true? Only if that practice is done in the right way.  Learn about the important role that intention and focus play in developing expertise.

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