Tags
ADHD adolescence attention bilingual education boundary conditions classroom advice collaboration conference speakers creativity 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 pre-K psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Bea on Making “Learning Objectives” Explicit: A Skeptic Converted?
- Wendy O. on Making “Learning Objectives” Explicit: A Skeptic Converted?
- The Complete Parent Guide to Choosing a Pet and Teaching Kids to Care for Them - A Fine Parent on “Explain Yourself”: A powerful strategy for teaching children cause-and-effect
- Fostering Background Knowledge and Reading Comprehension... on The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads by Daniel Willingham
- Exploring the synergies of active learning in a community of inquiry – Anita's Blog on Active Learning Online: Five Principles that Make Online Courses Come Alive by Stephen Kosslyn
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Category Archives: L&B Blog
Beyond Slogans and Posters: The Science of Student Motivation
In many cases, cognitive science offers clear teaching advice. You’re curious about working memory? We’ve got LOTS of strategies. Wondering about the limits of attention? Good news! Alas, in other cases, research doesn’t give us such clarity. If, for instance,
Does Chewing Gum Improve Memory and Learning?
I recently read a striking Twitter claim from a well-known teacher: chewing gum helps memory and concentration. In fact, according to the teacher, research supports this claim: the tweet cites this study as one of many to make this gum-chewing
Posted in L&B Blog
Leave a comment
Jerome Kagan: A Teacher’s Appreciation
A guest post, by Rob McEntarffer I didn’t get to learn about Jerome Kagan (1929-2021) during my teacher’s college training. I regret that. While I was a teacher, my contact with Kagan’s research was limited to teaching about temperament research
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
Leave a comment
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
Introducing “Interteaching” (Works Online Too!)
Have you heard of “interteaching” before? Me neither. The headlines for this blog sound like this: “INTERTEACHING” HELPFULLY BALANCES TEACHER AND STUDENT EFFORT/RESPONSIBILITY and “INTERTEACHING” WORKS ONLINE AND ASYNCHRONOUSLY, according to recent research. Let’s take those headlines one at a
The Rise and Fall and Rise of Growth Mindset
Few theories in education have had a more dramatic story arc than Carol Dweck’s “Mindset.” Based on research she started in the early 1970s, Dweck published her sumptuously-titled book Mindset, The New Psychology of Success: How We Can Learn to
Proxy Battles: The Value of Handshakes at the Door
Should teachers welcome students to the classroom with elaborate individual handshakes? Or — in these COVIDian days of ours — with elaborate dances? (If you’re on Twitter, you can check out @thedopeeducator’s post from March 17 of 2021 for an