9 Results

Reader Submission / Short articles

Feedback to support lifelong learning

To develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self-monitor and self-regulate. However, not all feedback is equal.

Long reads

Changing the mental mantra to ‘I love maths’

How do you teach students who say, ‘I hate maths’? Through an intensive, self-motivating brain-based program – and with the help of some Lego – as Dr Ragnar Purje explains.

Long reads

Tackling the ‘learning styles’ myth

You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. Where did this neuromyth come from? Dr Tanya Vaughan explains.

Long reads

Childhood trauma in the classroom

Mollie Tobin outlines research from neuroscience, psychology and education to highlight new understandings in childhood trauma research and how it can be applied.

Long reads

Preschoolers and numeracy development

In the second in a series of papers discussing neuroscience, psychology and research Dr Kate Reid explores preschool early numeracy development and how to help foster it.

Short articles

Lost in translation – shattering neuromyths

'Imagine having a brain that is only 10 per cent active ...' Research has sought to shatter common misunderstandings about the brain that are held in classrooms.

Long reads

Motivation and the maths gender gap

Dr Sarah Buckley explores gender differences in maths with research from neuroscience, psychology and education.

Short articles / Opinion

Review: Helping underperforming students

STEM specialist teacher Britt Gow reviews a book that provides research-based strategies for helping underperforming students.

Long reads

Creativity, innovation and problem solving

What should teachers know about creative insight problem solving? Dr Sacha DeVelle provides Teacher readers with some insight.

School community