Brain Words: How the Science of Reading Informs Teaching by J. Richard Gentry and Gene P. Oullette

Far too many children are not learning to read well. New research about reading has not sufficiently informed teaching practices. In Brain Words: How the Science of Reading Informs Teaching, J. Richard Gentry and Gene P. Ouellette, expert reading researchers

Trying to Prove Yourself Wrong

What should you do when you find evidence that contradicts your beliefs about teaching? Well, you can start by following Blake Harvard’s example… Continue reading

What Helps After a Stressful Day? Mindfulness Apps or Digital Games?

A recent study comparing a mindfulness app to a digital game gives us helpful insight into de-stressing strategies. Continue reading

Flipping the Classroom: Asking the Right Question

When should teachers “flip the classroom”? A study from Finland offers helpful guidance… Continue reading

When Facing Dramatic Blog Headlines, Ask For Evidence

A recent blog claims that “exams damage teens’ mental health.” Before you accept that claim, you should check out its evidence… Continue reading

Welcoming Students by Welcoming Their Values

A simple free-writing assignment about values helped students feel more welcome in their school. Amazingly, as a result, some students did better in school. Continue reading

Sleep Is Essential. And, COMPLICATED.

Recent sleep research offers intriguing insights and opportunities for sleep and learning. Continue reading

A New Book on Dual Coding (That Redefines the Word “Book”)

Oliver Caviglioli’s genre-bending book both explains Dual Coding, and exemplifies Dual Coding in its structure and organization. You’ll think differently about teaching, and even about reading books. Continue reading

Obsessed with Working Memory: Resources

To complete our summer-long series exploring working memory, this post includes lots of handy resources to help you explore and discover more. Continue reading

Clarity for Learning: Five Essential Practices That Empower Students and Teachers by John Almarode and Kara Vandas

One of the most effective ways to enhance students’ learning is by clarifying what the students should know and modeling how they can come to know those things. John Almarode, a former K-12 teacher and current associate professor at James