Information about education provided online, with recent results of scientific research and useful information for teachers, parents, students and the general public. Contributing to an informed debate.
Understanding how we learn: An interview with John Sweller
In this interview, the man behind cognitive load theory shares his thoughts about memory, explicit instruction and how evidence-based practices can improve student learning.
Iniciativa Educação
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Notetaking Formats
One of the most common metaphors to describe what the first few years of medical school is like is that it is like drinking water from a fire hose. There is an overwhelming amount of information that students need to learn, and need to learn fast. One of the areas that I help medical students with is in improving their notetaking to help them manage the “fire hose” of information.
Althea Need Kaminske
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Can vocabulary and knowledge be effectively developed in early childhood education? The benefits of a content-rich literacy curriculum
More people are learning to read than ever before. However, pupils’ performance in reading fluently and understanding what they read remains unsatisfactory — a trend aggravated by the covid-19 pandemic. As a result, reading comprehension has become an increasingly important focus of research. A 2025 study focusing on preschool education seeks to address two specific questions in this context. Does integrating vocabulary instruction with content knowledge help preschoolers’ reading comprehension? And do variables such as the children’s prior knowledge when they start preschool, their socioeconomic background, or the fact that they are being taught in a second language influence the outcomes?
Célia Oliveira
Soraia Araújo
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The Key to Motivating Students--and Maybe Everyone Else Too
Students won’t learn unless they’re motivated. But the best way to motivate them is to enable them to experience achievement.
Natalie Wexler
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To Boost Learning, Weave Writing Activities Into Regular Instruction
Weaving explicit writing instruction into class discussion can maximize the benefits of any content-rich curriculum—and help students become proficient writers.
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Want Students to Be Good Speakers? Teach Them to Write
A push for "oracy" in England points up connections between writing and oral language
Thinking is Hard
Thinking is hard. As someone whose career is more or less based on thinking thoughts, and communicating those thoughts effectively, I have a love-hate relationship with thinking.
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Cold Calling and Classroom Discussions
Inserting questions into a lecture, and encouraging students to covertly retrieve through cold calling, ought to improve learning from a lesson. If time does not permit writing out the answers (one form of overt retrieval), or doing so would disrupt the flow of a discussion, then students should still benefit from bringing the information to mind if they are encouraged to do so fully through cold calling.
Megan Sumeracki
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Math Practices You Can Count On: Part 5
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
Centre for Independent Studies
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Math Practices You Can Count On: Part 4
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
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Math Practices You Can Count On: Part 3
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
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Math Practices You Can Count On: Part 2
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
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