Jesse Martin Higher Education Expert

Jesse is a world leader in the integration of the science of learning into formal teaching settings. He is an Adjunct Associate Professor at the University of Lethbridge and Director at The Academy for the Scholarship of Learning. Huge advocate of the science of learning, he provides people with ideas about how they can use it in their classrooms. Jesse holds a PhD in Psychology from the University of Wales, Bangor.


Science of Learning: Attentive Thinking

Once students have planned where they want their thoughts to go, started their task or problem solving, persisted at getting the work started, they must focus. Focusing attention and concentrating on thinking is a difficult thing to do.


Science of Learning: Finding Consensus

The final one of Halpern’s skills that needs to be learned in fostering higher order thinking skills is consensus seeking. Thinking often brings about differing opinions, interpretations, and evidence from others. The process of drawing conclusions must include the ability on the part of the participants to reach a consensus in order to satisfactorily finish off a project.


Do We Still Need Dedicated Learning Experiences Before Entering Work?

As I have written articles about the need for higher order thinking skills (cognitive enablers), I have stressed the need for a way to formally learn these skills. There is no argument that these higher order cognitive enablers are some of the skills that will remain, for the foreseeable future, exclusively human and highly valued in the world we now find ourselves in. The response to my writing has largely been that either there is no need for something different than what we already have to teach these skills or that these higher order cognitive enablers will just have to be learned in conjunction with work. I have trouble with agreeing with either view.


Science of Learning: Mindset

Carol Dweck is the principle figure behind mindset theory and in my opinion is one of the giants in the science of learning. To understand where Dweck is coming from, we need to go back decades. In the early 1980’s Dweck started looking into the perplexing question of why females consistently score lower than males (in the aggregate, not necessarily individually) in math. There is no genetic or biological reason for this. When it comes to the brain wiring, there is simply no differences to account for why males consistently outperform females in math. In looking at the problem, Dweck formulated the concept of mindset, which she then extended (through research) to a variety of observable phenomenon.


Science of Learning: Basics of Memory

I love memory. It is a part of cognitive psychology, and I found it one of the most fascinating aspects of cognition (I ended up studying attention, but I still love memory).