This article provides firm evidence, for formal and informal educators alike, that shared learning can be powerful and meaningful, if carefully considered. Findings from a study conducted in a summer middle school mathematics class suggest that when students are able to ask legitimate, authentic questions and share understanding about a common problem, their learning becomes truly “distributed by design.”
In this review paper, Oliver calls for greater cross-pollination between neuroscience research and educational practice. She asks, “What can educators learn from an understanding of educational neuroscience?”