Yearly Archives: 2018

Chronotype Influences Grades. Owls Are Sad…

Sleep researchers distinguish between morning “larks” and night “owls.” These chronotypes influence grades, because school schedules favor morning larks over night owls. If we want to help all our students learn, we should create schedules that work for as many of them as possible. Continue reading



Posted in L&B Blog | Tagged | 1 Comment

Can You Resist The Seductive Allure of Neuroscience?

The seductive allure of neuroscience often blinds us. In fact, the image on the right shows the part of the brain — the focal geniculative nucleus — that lights up when we’re taken in by false neuroscience information. Ok, no



Posted in L&B Blog | Tagged , , , | Leave a comment

Daring to Flip the Public Health Classroom

“Flipping the classroom” has been around long enough now to have its own Wikipedia page. Proponents suggest that this strategy allows teachers to focus less on direct instruction and more on collaboration, problem solving, and application. Critics respond that direct



Posted in L&B Blog | Tagged , | Leave a comment

Can You Rely on Meta-analysis? Can You Doubt It?

Over at his blog Filling the Pail, Greg Ashman likes challenging popular ideas. In a recent post, he takes issue with meta-analysis as a way of analyzing educational research. In the first place, Ashman argues — in effect —¬† “garbage



Posted in L&B Blog | Tagged | Leave a comment

When Bad Technology Is Good Instead

Action video games and cell phones take most of the heat in discussions about the perils of technology. Who’s got anything good to say about either? Continue reading



Posted in L&B Blog | Tagged | Leave a comment

Vital Resources in Psychology: the Best Research for Teachers

These vital resources in psychology research can help teachers find the most effective teaching practices. They also provide lively examples of researchers doing what they do best: exploring complex questions with imagination and humility. Continue reading



Posted in L&B Blog | Tagged , , , | Leave a comment

Don’t “Ignore the Man Behind the Curtain”

If you’ve got a question about the study you just read — for example, how best to make it work in your classroom — you just might reach out to the study’s author. Continue reading



Posted in L&B Blog | Tagged | Leave a comment

Training Working Memory: Bad News, and Surprising Great News

Training working memory might be effective not because it increases WM, but because it gives participants a chance to figure out a successful strategy. If so, we can give students the same boost simply by telling them that strategy… Continue reading



Posted in L&B Blog | Tagged , , | Leave a comment

Can You Reduce Stress by Writing About Failure?

The method sounds counter-intuitive, but it works: we can reduce stress by writing about failure. Recent research shows that students who wrote about previous struggle responded more calmly to a stressful situation, and did better on a subsequent attention test. Continue reading



Posted in L&B Blog | Tagged , | Leave a comment

“Not Just a Decadent Luxury”: The Power of Naps

We know that sleep is good for learning. But what about NAPS? Over at BrainBlogger, Viatcheslav Wlassoff summarizes research suggesting that naps yield clear benefits for cognition, attention, and emotion. Although I find research into the power of naps generally persuasive,



Posted in L&B Blog | Tagged | Leave a comment