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	<title>Edurati Review &#187; comprehension</title>
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	<description>Where Education Policy Meets Pedagogy</description>
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		<title>Let&#8217;s Banish Critical Thinking, Part 2: Learn</title>
		<link>http://eduratireview.com/2010/02/lets-banish-critical-thinking-part-2-learn/</link>
		<comments>http://eduratireview.com/2010/02/lets-banish-critical-thinking-part-2-learn/#comments</comments>
		<pubDate>Mon, 15 Feb 2010 14:36:22 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[21st century skills]]></category>
		<category><![CDATA[architecture of learning]]></category>
		<category><![CDATA[Authentic learning]]></category>
		<category><![CDATA[Cognition]]></category>
		<category><![CDATA[comprehension]]></category>
		<category><![CDATA[critical thinking]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[elaboration]]></category>
		<category><![CDATA[k-12 education]]></category>
		<category><![CDATA[thinking]]></category>
		<category><![CDATA[Erlauer]]></category>
		<category><![CDATA[Fadel]]></category>
		<category><![CDATA[Halpern]]></category>
		<category><![CDATA[Trilling]]></category>
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		<guid isPermaLink="false">http://eduratireview.com/?p=330</guid>
		<description><![CDATA[Kyle examined his bookmarks. If he’d printed out all the information he’d found the paper would pile up to well over an inch high. Even though he’d been discerning in the references he noted, the information available was overwhelming and defeating, an obstacle that prevented Kyle from moving past the data collecting stage of his [...]]]></description>
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		<title>Learning? Diving Required!</title>
		<link>http://eduratireview.com/2010/01/learning-diving-required-html/</link>
		<comments>http://eduratireview.com/2010/01/learning-diving-required-html/#comments</comments>
		<pubDate>Mon, 04 Jan 2010 21:35:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Baddeley]]></category>
		<category><![CDATA[comprehension]]></category>
		<category><![CDATA[diving]]></category>
		<category><![CDATA[elaboration]]></category>
		<category><![CDATA[Howard Gardner]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[memory formation]]></category>
		<category><![CDATA[swimming]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=123</guid>
		<description><![CDATA[If you’ve ever swum in a hotel swimming pool, you’ve likely seen the sign: “No diving! Water depth is too shallow.” The pool is not deep enough to allow safe diving, and the fear, of course, is that the hotel will be sued if swimmers injure themselves by diving head-first into the pool. It is [...]]]></description>
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		<title>TMI! Information Overload and Learning</title>
		<link>http://eduratireview.com/2009/07/tmi-information-overload-and-learning-html/</link>
		<comments>http://eduratireview.com/2009/07/tmi-information-overload-and-learning-html/#comments</comments>
		<pubDate>Mon, 06 Jul 2009 17:51:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[comprehension]]></category>
		<category><![CDATA[Daniel Willingham]]></category>
		<category><![CDATA[data manager]]></category>
		<category><![CDATA[elaboration]]></category>
		<category><![CDATA[Jonah Lehrer]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[thinking]]></category>
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		<description><![CDATA[“Too much information—TMI!” More than just a retort when conversations turn personal, TMI also describes a common student experience. When one period of steady information flow follows another, the rising data tide does not lift all boats. It overwhelms them. We can maintain a quick and steady pace when we enter information into a database [...]]]></description>
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		<title>&quot;What&quot; and &quot;Where&quot; Enable Learning and Higher Thinking</title>
		<link>http://eduratireview.com/2009/06/what-and-where-enable-learning-and-html/</link>
		<comments>http://eduratireview.com/2009/06/what-and-where-enable-learning-and-html/#comments</comments>
		<pubDate>Tue, 02 Jun 2009 18:39:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[auditory]]></category>
		<category><![CDATA[comprehension]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Gregory Berns]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[parietal lobe]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[temporal lobe]]></category>
		<category><![CDATA[visual]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=57</guid>
		<description><![CDATA[By Dr. Kevin Washburn, Contributing Editor While their research and associated technology can be complicated, the discoveries of neuroscientists often reveal simple principles of brain functioning. For example, neuroscientists recently traced the flow of auditory data through the brain. As sound waves spark our nervous system into action, auditory data gets sent from lower functioning [...]]]></description>
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