Tags
ADHD adolescence attention bilingual education boundary conditions classroom advice conference speakers constructivism/direct instruction creativity critical thinking desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math metacognition methodology middle school mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Lukas on Think, Pair, Share: Does It Help? If Yes, Why?
- Andrew Watson on Have I Been Spectacularly Wrong for Years? Part 1
- Cher Chong on Have I Been Spectacularly Wrong for Years? Part 1
- Andrew Watson on Practical Advice for Students: How to Make Good Flashcards
- Beth Hawks on Practical Advice for Students: How to Make Good Flashcards
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Yearly Archives: 2023
The Best Place to Study…Depends on the Goal
A wise friend recently asked a question that goes something like this: Research shows that new memories connect to the places where they’re formed. So: if I study geometry in the library, I’ll do better on a geometry test taken
Posted in L&B Blog
Leave a comment
Should Teachers Explain or Demonstrate?
If I were a chess teacher, I would want my newbies to understand … … how a bishop moves, … how castling works, … what checkmate means. To help them understand, I could… … show them (“see how this piece
Book Review: Teaching Secondary Science, by Adam Boxer
Let’s start by making this simple: First: You should absolutely buy Adam Boxer’s Teaching Secondary Science: A Complete Guide. Sooner is better than later. Second: You will probably not READ Boxer’s book so much as you will STUDY it. Have a
Outsmart Your Brain by Daniel Willingham
Aligning with my work in this area, Daniel Willingham’s influential insights have greatly contributed to the field of neuroscience and education. His critique of learning styles and debunking of common learning myths and neuromyths have been pivotal. His critique of
The Potential Benefits of Doodling and Chatting
This post will cover two topics simultaneously. First, I’m going to describe recent research into the benefits (?) of doodling. Second, I’m going to use a cool new artificial intelligence thingy to explore that research. I found both fascinating; perhaps
Posted in L&B Blog
Leave a comment
Have I Been Spectacularly Wrong for Years? Part 1
Over the years, I’ve used this blog to make several persistent arguments. One of those arguments features in almost every post I write: context always matters. That is: research might suggest that a particular classroom strategy works well. However, teachers
Posted in L&B Blog
2 Comments
Is Teaching Golf Like Teaching Algebra?
My work in this field starts with a simple logical argument: A: Learning happens in the brain and the mind. B: Therefore, teachers might benefit from knowing more about the brain and the mind. C: Therefore, we should hang out
“You Can Find Research that Proves Anything”
Sometimes teachers hear about research that SUPPORTS our current beliefs and teaching practice. Honestly, that experience feels great. “Look,” says my interval voice, “I’ve been doing it right all along.” And sometimes, we hear about research that CONTRADICTS our beliefs
Posted in L&B Blog
Leave a comment
Zero to Birth by William Harris
No two human brains are the same – but, the developmental process that leads to the adult brain is also remarkably similar between individuals and between species. It’s an impressive feat considering the number and variation in the potential connections
Read This Post with Your Right Brain First…
My Twitter feed is suddenly awash with one of those “how does your brain?” work tests. (I should say, “tests.”) If you look at the picture and see an angel, you’re right-brained. If you see a helicopter, you’re left-brained. This