Monthly Archives: June 2020

What’s the Ideal Size for Online Discussion Groups?

We’re all learning lots about online teaching these days: new software (Zoom), new vocabulary (“asynchronous”), new fads (teaching in pajamas). In many cases, we’re just going with our instincts here. Relying on our experience, we know to [insert technique here].



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“How to Study Less and Learn More”: Explaining Learning Strategies to our Students

Because cognitive science gives us such good guidance about learning, we want to share that information with our students. “Study THIS WAY!” we cry. “Research says so!” Alas, all too often, students don’t follow our advice. A key part of



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Permission to Feel: Unlocking the Power of Emotions to Help our Kids, Ourselves, and Our Society Thrive

How are you feeling? We ask this question often because our feelings are an important source of information about our internal lives, yet too often we do not ask or answer with sincerity. Marc Brackett, a Yale professor and Director



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What’s Better Than Caffeine (And Doesn’t Require Electrodes)?

Is there an easy way to help students use their working memory more effectively? Do we have to zap their brains with electricity to accomplish this goal? Continue reading →



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The Limits of “Desirable Difficulties”: Catching Up with Sans Forgetica

Can a hard-to-read font improve student learning? That’s a very strange question, but in 2019 we had some reasons to think the answer was “yes.” Just published research updates our understanding. Continue reading →



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