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- Walking Promotes Creativity? A Skeptic Weighs In... |Education & Teacher Conferences on The Goldilocks Map by Andrew Watson
- Josephine Cooper on The Bruce Willis Method: Catching Up Post-Covid [Reposted]
- Andrew Watson on The Unexpected Problem with Learning Styles Theory
- Rick Mauerer on The Unexpected Problem with Learning Styles Theory
- Beth Hawks on Teaching Minds & Brains: the Best Books to Read
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Monthly Archives: May 2021
Why Don’t Students Like School? (2nd. ed.) by Daniel T. Willingham
Why don’t students like school? Daniel T. Willingham, Professor of Psychology at the University of Virginia, addresses this and nine other significant questions about how the human mind works and the implications for teaching in his book aptly titled, “Why
Posted in Book Reviews
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Let’s Talk! How Teachers & Researchers Can Think and Work Together
Once you say it out loud, it’s so obvious: Teachers benefit from learning about psychology and neuroscience. AND, psychologists and neuroscientists (in certain fields) benefit from learning more about classroom teaching. These beliefs inspire our conferences and seminars and summer
Posted in L&B Blog
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A Beacon in the Mindset Wilderness
For a few years now, I’ve been in the Mindset wilderness. Three years ago, I spent lots of time tapping the brakes. “Yes,” I’d say, “we do have plenty of good research behind this strategy. HOWEVER, let’s be realistic. A
“Compared to What”: Is Retrieval Practice Really Better?
When teachers turn to brain research, we want to know: which way is better? Are handwritten notes better than laptop notes? Is cold-calling better than calling on students who raise their hands? Is it better to spread practice out over time,
Making “Learning Objectives” Explicit: A Skeptic Converted?
Teachers have long gotten guidance that we should make our learning objectives explicit to our students. The formula goes something like this: “By the end of the lesson, you will be able to [know and do these several things].” I’ve