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- Art jefferson Marr on Motivation = “Self-Determination” + Common Sense
- Ray Heyob on Let’s Get Practical: How Fast Should Videos Be?
- Will on Is Dopamine For Motivation or Learning?
- Sheryl Morris on Learning Without Borders: New Learning Pathways for all Students by Yong Zhao
- Gregoire Lefebvre on When Does Technology Distract Students? The Benefits of Research that Contradicts My Beliefs
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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