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Retrieval Practice and Metacognition: What and How Do Students Think...
Ask almost anyone in Learning and the Brain world, they’ll tell you: retrieval practice benefits students….
“Kids These Days!”: A (Partial) Defense of Ignorance and Distractibility
You’ve seen the videos. An earnest reporter wielding a microphone accosts a college student and…
When Evidence Conflicts with Teachers’ Experience
Here’s an interesting question: do students — on average — benefit when they repeat a grade?…
“Soft” vs. “Hard” Skills: Which Create a Stronger Foundation?
As teachers, should we focus on our students’ understanding of course content, or on our…
I’m Not Excited, YOU’RE Excited (OK: I’m Excited)
I’ve been going to Learning and the Brain conferences since 2008, so it takes a…
Teachers vs Tech?: The Case for an Ed Tech Revolution...
The dramatically increased reliance on technology to support students’ learning during the COVID-19 pandemic has…
Does MOVEMENT Help LEARNING?
In the exaggerated stereotype of an obsessively traditional classroom, students sit perfectly silent and perfectly…
“Students Switch Their Screens Every 19 Seconds.” Sort Of…
I recently read an arresting claim: when students have web browsers open, they switch their…
EduTwitter Can Be Great. No, Really…
Twitter has a terrible reputation, and EduTwitter isn’t an exception. The misinformation. The name-calling. The…
How Can We Help Students Study Better?
This story might sound familiar: You attend a Learning and the Brain conference (like, say,…
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