Auroras: Light Shaped by Earth’s Magnetic Field
How solar particles, Earth’s magnetic field, and the upper atmosphere produce auroras, and what color and visibility can—and cannot—tell us.
Education
Lifelong learning, knowledge acquisition strategies, edtech, and future skill development
Design Quiz Questions Around Goals, Feedback, and Next Steps
Focus on prompting retrieval of needed knowledge and deciding what to do with responses, rather than maximizing the number of questions.
Design Rubrics Around Evidence and the Task
Connect criteria to the assignment goal and inspect real responses for unclear wording. A rubric does not automatically ensure objectivity or rater agreement.
Prevent and Respond to Behavior Problems in Elementary Classrooms
Describe behavior and its context before choosing a response; adjust conditions, teach a replacement skill, and check participation as well as behavior.
Use the Feynman Technique as a Self-Explanation Prompt
Separate a popular four-step routine from research on self-explanation, and use a short explain-check-revise exercise without promising mastery.
Use Interleaving When Choosing Between Problem Types Is the Goal
Mixing examples can help with some tasks that require distinguishing categories, but the benefit does not automatically generalize across subjects or learning stages.
Match Reading RTI to the Skill the Student Needs
RTI is more than naming tiers: use screening and instructional evidence to select a reading skill, monitor progress, and adjust support.
Eclipse Shadow Paths and Safe Solar Viewing
See how the umbra, penumbra, and the Moon’s apparent size change an eclipse by location, with clear boundaries for direct viewing and projection.
Retrieval Practice and Spaced Review
Use a short read, close, recall, and check routine, then adjust review intervals to the task and what recall shows.
Why Moon Phase Alone Cannot Predict Local Tides
The Moon and Sun drive tides, but local high-water timing, height, and currents also depend on coastlines, bathymetry, and regional conditions.
How Depth and Coastlines Change a Tsunami
Learn why a low, fast deep-ocean wave can slow and grow near shore, and why official alerts still matter after the first wave.
Use Bloom’s Taxonomy to Check Objectives and Evidence
Apply the revised cognitive-process and knowledge dimensions to a lesson without treating the categories as a fixed learner ladder.
Structuring Notes with the Cornell Note-Taking System
Use the notes, cue, and summary areas to move from recording a lecture to questions, recall, reflection, and weekly review.
Deliberate Practice: The Original Definition and Its Limits
Distinguish the research meaning of deliberate practice from ordinary structured repetition, and avoid extending the label beyond the evidence.
Teach Planning, Drafting, and Revision in Elementary Writing
Separate the decisions in the writing process, focus feedback on one actionable goal, and make time for students to use it.
Formative and Summative Assessment: Follow the Evidence
Do not reduce assessment to low- versus high-stakes formats; check whether evidence changes the next learning or teaching decision.
Problem Solving with Mathematical Structures and Representations
Identify relationships and unknowns instead of relying on surface keywords, then check that a solution fits the original conditions.
Teach and Check Metacognitive Strategies Within a Task
Connect planning, monitoring, and evaluation to subject work; model strategies, scaffold practice, and check actual application.
Design Postsecondary Learning Technology Around Learning Goals
Define the learning problem and observable student work before adopting a tool, while checking access, cost, privacy, and instructor support.
Literacy Instruction that Supports Learning Across Adolescent Subjects
Adolescent literacy is not confined to language arts; integrate discipline vocabulary, text structures, and evidence-based explanation into subject teaching.