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ADHD adolescence attention bilingual education boundary conditions classroom advice conference speakers constructivism/direct instruction creativity critical thinking desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math metacognition methodology middle school mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Andrew Watson on Have I Been Spectacularly Wrong for Years? Part 1
- Cher Chong on Have I Been Spectacularly Wrong for Years? Part 1
- Andrew Watson on Practical Advice for Students: How to Make Good Flashcards
- Beth Hawks on Practical Advice for Students: How to Make Good Flashcards
- Max on ChatGPT and Beyond: The Best Online Resources for Evaluating Research Claims
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Yearly Archives: 2015
Yes, It’s Important that Your Students like You
It’s an age old debate. Does it matter if your students like you? Ask any teacher, anywhere, and you will most likely get answers split down the middle. In Aaron Podolner’s book, “How Would You Handle It: Hundreds of Answers
Posted in L&B Blog
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Should the rise in preterm birth impact education?
The Increase in Preterm Survival Rates Preterm birth is on the rise. According the World Health Organization (WHO)1, preterm birth is defined as any birth occurring prior to 37 weeks of pregnancy, or fewer than 259 days since the mother’s
Posted in L&B Blog
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The Science Of Homework: Why Timing is Everything
A previous article argued, paradoxically, that remembering can cause forgetting. Today’s entry reverses the paradox: forgetting, you see, benefits remembering. You read that right: if you want to remember, it helps to forget. Let me explain. Today in class, I
Posted in L&B Blog
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Bilingualism & the Brain: The Lifelong Benefits of Juggling Languages
Our world is becoming increasingly globalized. This interconnectedness grants us access to languages of countries we have never been to. Through the migration of people, languages have also migrated to places they never existed even ten years ago, and many
Practice Mindfulness to Teach Mindfulness
To teach math through a problem like the one below, an effective math teacher would first try the problem herself. “It’s June 1st, and you’ve begun receiving an allowance of $8 dollars on the first of each month. You’ve had
The Hungry Mind: The Origins of Curiosity in Childhood by Susan Engel
How might we encourage more curiosity among young people and particularly among those with lower levels of curiosity? How might we make their minds intellectually hungry? Susan Engel, a senior lecturer in psychology and the director of the program in
Posted in Book Reviews
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“Explain Yourself”: A powerful strategy for teaching children cause-and-effect
Want to help kids learn? Ask them to explain what they are learning in their own words! New research1 has found that when children are asked to come up with explanations (even just to themselves) while learning, they are able
Posted in L&B Blog
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Giving Back: Can pro-social behavior be self-protective?
Humans are social beings, and we need others: Celebrating the good and coping with the bad is hard without friends and family. A loss of interest in social activities can be a sign of depression and mental illness. And social
Developing the Social Brain: Insights from the Science of Adolescence
Adolescence is the period between childhood and adulthood that largely coincides with the years of secondary schooling. This stage of life is characterized by many cognitive changes. One such change is in social signal sensitivity. Recent research has provided evidence
Learning & the Brain® Presented the “2015 Transforming Education Through Neuroscience Award” at Its Educational Conference in Boston on Sunday
Learning & the Brain presented Dr. Fumiko Hoeft from the University of California, San Francisco with the “2015 Transforming Education Through Neuroscience Award” for her contributions to bridging the gap between brain research and classroom practice during the Learning &
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