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 | Leave a comment

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 | Leave a comment

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



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

“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,



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

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



Posted in L&B Blog | Tagged , | 2 Comments