 This is part 1 in a series on what we know about how we learn and how this knowledge should inform how we teach. The series is intended for teachers, students, and developers of education technology who want to be more informed about how learning works.
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 It certainly happened to me as a kid. I would be finishing up a big exam, reviewing my answers, and I'd take another glance at a tough question, wondering: Should I change my answer? Or should I keep my first, instinctual response?
 You’ve done something cool. Maybe you’ve written a 300-page, fantasy novel set in the year 2547, or maybe you’ve some developed some life-changing software that will finally make email manageable.
 Should you trust your colleagues? Should you have faith in educators? Do your students even want to do the right thing? I hear these questions a lot, and I think there’s a pretty clear answer.
 Math instruction has changed drastically over the years from rote practice and memorization as the primary methodology, to instructional strategies that promote a more conceptual understanding of math.
 Dual coding and learning styles sound similar, but are not quite the same thing. While dual coding has scientific evidence backing it’s use, while learning styles has been repeatedly tested and shown not to improve learning
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