Every Classroom Should Have This Infographic


Mindset: The New Psychology of Success by Dr. Carol Dweck is a must read for every parent, teacher and student. As a matter of fact, it should be read by everyone.

Parents and teachers should stop labeling students as “smart” or “dumb” or as “good” or “bad”. Instead they should be taught that everyone is capable of anything one puts his or her mind to.

Moreover, I think the two mindsets should explained to every student and the infographic be hanged in every classroom and house everywhere as a reminder of the two mindsets. Maybe also assign the book for reading as part of the reading list? Continue reading

Richard Feynman on education in Brazil


Some quotes from “Surely You’re Joking, Mr. Feynman!” talking about university education in Brazil:

After a lot of investigation, I finally figured out that the students had memorized everything, but they didn’t know what anything meant.

I didn’t see how they were going to learn anything from that. Here he was talking about moments of inertia, but there was no discussion about how hard it is to push a door open when you put heavy weights on the outside, compared to when you put them near the hinge – nothing!

Finally, I said that I couldn’t see how anyone could be educated by this self-propagating system in which people pass exams, and teach others to pass exams, but nobody knows anything.

via Richard Feynman on education in Brazil

Interactive Periodic Table with Videos


Interactive Periodic Table with Videos on each element by TedEd




Education and Neuroscience


With new findings from neuroscience catching the headlines every day, surely we can tap into these results to improve our education system? The Education and Neuroscience Initiative hopes to address this question – this joint programme of work between the Wellcome Trust and the Education Endowment Foundation (EEF) aims to: build research and expertise at the interface between neuroscience and education; support the responsible transfer of technologies, resources and practices based upon neuroscience into education; and help teachers to be able to make informed choices based upon the best available evidence. In this post we explain why we are embarking on this work, share some of the learning we’ve gained in the process, and we invite a wider conversation on this topic.

via ThInk : Education and Neuroscience.

Relevant: Education Endowment Foundation

Evernote for Educators #1 – Online Physics Agenda


Since the school I currently teach at has not yet employed a Learning Management System (LMS) [1] or  a School / Student Information System [2] that involves students (eg; in regard to assignments, worksheets, announcements, & grade book, etc…) and the students are expected to depend on their physical agenda which was not effective with some students, and since most students have a smartphone or access to a computer and an internet connection I started thinking of a way to solve this issue using technology.

Surely, I had to keep all students on equal footsteps especially for students who might be behind the class due to being slow writers or simply late because of being distracted. Continue reading

How should I best teach them? – Richard Feynman


In “The Pleasure Of Finding Things Out” Richard Feynman is asked the question of how should you best teach them?

All those students are in the class: Now you ask me how should I best teach them? Should I teach them from the point of view of the history of science, from the applications? My theory is that the best way to teach is to have no philosophy, [it] is to be chaotic and [to] confuse it in the sense that you use every possible way of doing it. That’s the only way I can see to answer it, so as to catch this guy or that guy on different hooks as you go along, [so] that during the time when the fellow who’s interested in history’s being bored by the abstract mathematics, on the other hand the fellow who likes the abstractions is being bored another time by the history—if you can do it so you don’t bore them all, all the time, perhaps you’re better off. I really don’t know how to do it. I don’t know how to answer this question of different kinds of minds with different kinds of interests—what hooks them on, what makes them interested, how you direct them to become interested. One way is by a kind of force, you have to pass this course, you have to take this examination. It’s a very effective way. Many people go through schools that way and it may be a more effective way. I’m sorry, after many, many years of trying to teach and trying all different kinds of methods, I really don’t know how to do it.


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Spaced repetition


Spaced repetition is a learning technique that incorporates increasing intervals of time between subsequent review of previously learned material in order to exploit the psychological spacing effect.