21Nov
The Role of Emotions in Learning
The third transversal conclusion drawn by the OECD speaks directly to the wealth of research that confirms that learning results from the dynamic interplay of emotions and cognition.
Indeed, to one extent or another, emotions are always either supporting or inhibiting learning, and the job of school is to create the mood-environment in which learning is made more not less likely.… Read more
04Oct
Active Engagement and the Curriculum
In their review of the lessons that should be drawn from latest research in the learning sciences, the OECD list seven “transversal” conclusions that, they insist, should be the hallmark of the 21st century learning environment, but which, they lament, generally are not.