Beyond “Tricks-n-Tips”: What does Cog Sci Tell Us About Online Learning?

When it comes to online learning, don’t just “do this thing.” Instead, “think this way.” Continue reading



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Beyond the Mouse: Pointing in Online Learning [Repost]

As teachers across the country prepare to move our work online, I’ve been looking over previous posts that might offer practical guidance. This post — from July of last year — asks a simple question: in online teaching, does pointing matter? Happily,



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What Do Teachers Get Right About Cognitive Science?

A new report from Deans for Impact offers us valuable insight into teachers’ understanding — and misunderstanding — of cognitive science. Continue reading



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Overcoming Potential Perils of Online Learning [Repost]

In June of 2019, I wrote about Dr. Rachael Blasiman’s research into the effect of typical distractions on online learning. Given the current health climate, I thought her work might be especially helpful right now. The key take-aways here: First: (unsurprisingly) distractions



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Does Teaching HANDWRITING Help Students READ?

Should schools teach handwriting? Do handwriting lessons help students read? Research from Australia offers useful insights. Continue reading



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The Big Six: A Grand Summary

You’d like a handy summary of cognitive science principles relevant to teaching? Read on… Continue reading



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Cold Calling and Bad Pizza

Teachers get contradictory advice about “cold calling.” Well designed research might offer us clear guidance. Continue reading



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Training in Effective Skepticism: Retraction Watch

You’re looking for a new source for effective skepticism. Look no further. Continue reading



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Are “Retrieval Practice” and “Spacing” Equally Important? [Updated]

A recent study with college precalculus students helps us understand: is retrieval practice more important than spacing? Continue reading



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How to Help Struggling Readers?

A surprisingly simple reading strategy produces remarkable benefits for struggling readers. Continue reading



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