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Monthly Archives: July 2021
Conflicting Advice: What to Do When Cognitive Science Strategies Clash?
Teachers like research-informed guidance because it offers a measure of certainty. “Why do you run your classes that way?” “Because RESEARCH SAYS SO!” Alas, we occasionally find that research encourages AND DISCOURAGES the same strategy simultaneously. What to do when
Posted in L&B Blog
Tagged desirable difficulty, interleaving, spacing effect, working memory
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Does Online Learning Work? Framing the Debate to Come…
I first published this blog post back in January. I’ve been seeing more and more discussion of this question on social media, so I thought it might be helpful to offer this perspective once again. With news that several very
Putting It All Together: “4C/ID”
We’ve got good news and bad news. Good news: we’ve got SO MUCH research about learning that can guide and inform our teaching! Bad news: we’ve got SO MUCH research about learning that…well, it can honestly overwhelm us. I mean:
Posted in L&B Blog
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