Monthly Archives: December 2019

Balancing Direct Instruction with Project-Based Pedagogies

Tom Sherrington’s essay on direct instruction and project-based pedagogies is now available on his website. And: it prompts important questions about the novice/expert continuum. Continue reading



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Dangerous Fluency: Performance Isn’t Always Learning

Cognitive science research helps teachers understand learning better than our students do. We should be confident in offering wise counsel. For instance: based on research, should be ban technology from classrooms? Continue reading



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A Hidden Strength of “Concreteness Fading”

Upbeat, perky brand names for teaching methods distract from sensible conversations about their real merits. Continue reading



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Concrete + Abstract = Math Learning

Should math instruction focus on concrete examples (frog puppets and oranges) or abstract representations (numbers and equations)? This research suggests: a careful balance of both. Continue reading



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When Good Classroom Assignments Go Bad

Classroom assignments often sound like great ideas, until they crash into working memory limitations. Happily, we’ve got the strategies to solve this kind of problem. Continue reading



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Can Multiple-Choice Tests Really Help Students?

Surprise: a well-designed multiple choice question might in fact help students. Why? Because it requires extra retrieval practice to sort out all the answers. Continue reading



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