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
18Oct
Creating a Culture of Cooperation
In their review of current best practice in education, as informed by recent research in the learning sciences, the OECD draws this second “transversal conclusion”:
Once again, this speaks directly to our 5+1 model, in not just one but several of its dimensions.… Read more