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Yearly Archives: 2018
The Self-Control Paradox: Resistance is (Often) Futile
The “self-control paradox” leads to a surprise. We shouldn’t help students resist temptation. Instead, we want them to avoid temptation in the first place. Continue reading
Twice Exceptional: Supporting and Educating Bright and Creative Students With...
Students who have both exceptional talents and learning difficulties have been understudied and underserved in…
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Do We Actually Know What We Think We Know?
Teachers trust research when several studies reach the same result. Sadly, the current “replication crisis” means that we don’t always know what we know. Continue reading
Sad News
Like so many who study psychology, we at LatB are terribly sad to learn…
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Have We Finally Arrived at 2nd Grade?
When I first met him, Kurt Fischer used to say “when it comes to the…
Update on “Collaborative Learning”
Last week, I wrote about a potential strategy for making group-work more effective. A Boston-based…
The Unexpected Dangers of Reading (and Writing) Blogs
A recent post on a well-known education blog beats up on that old nemesis: “rote…
What’s the Best Timing for Collaborative Learning?
Learning can be a lonely business. Does collaborative learning help students? If yes, what guidelines…
The Surprising (Potential) Benefits of Stress
We’ve known for years that people listen to good news more than bad news. New research suggests, surprisingly, that stress helps us learn from the bad news as well as we learn from the good. Teachers should hope that this study will be repeated with school-aged children. Continue reading
Improve Your Syllabus & Lesson Plan With “Prior Knowledge”
By explicitly including prior knowledge in our lesson plans, we can help students learn new material more effective. And, this effect might explain the syllabus-level benefits of spreading practice out over time: the “spacing effect.” Continue reading