11/ Study exploring reading for knowledge building
→ finds that reading multiple related texts supports retention and metacognitive accuracy (whereas rereading single texts promotes overconfidence without long-term benefits)
https://link.springer.com/article/10.1007/s11251-024-09686-4
→ finds that reading multiple related texts supports retention and metacognitive accuracy (whereas rereading single texts promotes overconfidence without long-term benefits)
https://link.springer.com/article/10.1007/s11251-024-09686-4
Comments
→ finds that students learn most when they experience a ‘not quite sure’ state of knowing (moreso than feeling ‘curiosity’)
https://link.springer.com/article/10.1007/s11409-024-09407-9
→ explains how knowledge-rich curricula can support deep student thinking
https://link.springer.com/book/10.1007/978-3-031-74661-1
→ finds that it boosts vocabulary and domain knowledge (especially for those who start with stronger vocab)
https://psycnet.apa.org/fulltext/2025-46446-001.html
→ suggests that giving students guided prompts to explain their mistakes helps them fix errors and apply learning to similar problems (although not very different ones)
https://www.sciencedirect.com/science/article/pii/S0361476X24000717
→ finds that better HCAV facilities tends to lead to fewer absences and suspensions, and small gains in learning
https://edworkingpapers.com/ai24-1093
Mange les (evidence) snacks
→ https://snacks.pepsmccrea.com