Digest #156: Learning (More) About Neurodiversity — The Learning Scientists
I (Megan) have been learning a lot about neurodiversity and the way we think about divergence vs. disorders. I have appreciated learning about these areas so much, and have appreciated the opportunities to hear experts and those who have experience with neurodiversity (many different types of experi
Are you using alt text properly?Inconsistent use of alt text is one of the most common problems found in our web audits. These golden rules make your alt tags more useful to your site visitors and
There is a growing interest in making inclusion a positive goal for companies, teams, and products. And, there is an urgency to reach a collective consciousness about inclusive practices.
Lessons for teaching students on the autism spectrum (opinion) | Inside Higher Ed
Maggie Coughlin shares some lessons she’s learned in understanding her own autism and how to work with her own neurodiversity and that of the students she teaches.
How to Make Smart Choices About Tech for Your Course
Choosing the right tech tools for your teaching means making strategic choices, weighing costs against payoffs, and staying laser-focused on your course goals — and that is what this guide aims to help you do.
PIL Smart Talks with Jenae Cohn_ Meeting the Challenges of Deep Reading in a Digital World_Resources Doc
Meeting the Challenges of Deep Reading in a Digital World Additional Resources and Works Cited Select Books and Articles 10 Activities to Foster Deep Reading in Digital Spaces (Jenae Cohn, from Skim, Dive, Surface: Teaching Digital Reading with West Virginia University Press, June 2021): ...
Rebecca Mills, Director of Learning and Teaching, quickly summarizes Dr. L. Dee Fink's Taxonomy of Significant Learning to help faculty incorporate it into t...
We are cognitive psychological scientists interested in research on education. Our main research focus is on the science of learning. (Hence, "The Learning Scientists"!). Our Vision is to make scientific research on learning more accessible to students, teachers, and other educators.
Cook, Smith, and Tankersley (2012) define evidence-based practices (EBP) as practices that are shown to be effective through the high-quality researcher to meaningfully improve student outcomes. Simply put, EBPs are practices that are supported by a strong high-quality evidence base that have seen effects that positively impact students. Think about EBPs like...
Been thinking about the perfectionism I see some of my students. Trying to read more to define it and think more intentionally about ways to support these students. Here’s what I’m learning…1/