Are you stressing your students enough?


We know that moderate stress can help us perform better (public speaking, exams are just a few of the examples). But what about long-term effects on learning?

Carl Hendrick is asking similar questions: do we ‘distress’ or ‘eustress’ our students, and do our teaching methods help them retrieve information rather than just store it? Read his article  to find out about the ‘sweet spot’, or optimal stress, the ‘stress-is-enhancing’ mindset and about why regular low-stakes testing works better than re-reading and highlighting.

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