Category Archives: L&B Blog

Unambiguously Good News about Teens and Sleep

You read that right. I mean: it’s really good news about teens and sleep. We all want adolescents to sleep more. Better said, we know that they need to sleep more. More sleep should benefit, say, their mental health, their physical

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Everything You Wanted to Know About Sleep, in 20 Minutes

Russell Foster is on the case…

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When Multitasking Helps (And Why Teachers Should Discourage It Anyway)

We all know that multitasking is baaaaad. In fact, we all know that multitasking doesn’t happen. Instead, when we think we’re multitasking, we’re actually switching rapidly back and forth between two tasks. (Or, heaven help us, more than two tasks.)

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Brain Research in Translation

Science relies on skepticism, so let’s ask a skeptical question: “Does it really benefit teachers to understand brain research? Isn’t good teaching good teaching?” If you’re reading this blog, you doubtless already see the value that brain research offers teachers.

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“We Can No Longer Ignore Evidence about Human Development”

The more teachers learn about neuroscience and psychology, the more we admire Dr. Mary Helen Immordino-Yang. Unlike most researchers, she has spent time as a classroom teacher. And, her extensive research—in both neuroscience and psychology—offers us wise perspectives on our

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Why Do Choices Interfere with Your Learning?

At times, choices might help motivate students. However, at other times, choices harm learning. When we distinguish between the two, we help our students. Continue reading

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US vs UK: Edutwitter Styles

If you follow education debates on Twitter, you may have noticed stark differences in tone between your US and UK colleagues. Blake Harvard recently posted on these differences — trying to understand and explain them. He ultimately prefers the UK

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10,000 People Talk About Sleep and Cognition

Most of the research studies I read include a few tens of people. Sixty or eighty is good; more than 100 is rare. I’ve seen published studies with an even dozen. So when I hear about a study with over

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Choosing a Knowledge-Rich Curriculum: Pros and Cons

Should our curriculum focus on knowledge or skills? Jon Brunskill debates this question with himself in this thoughtful post. Brunskill does offer a strong conclusion in this debate. But just as important: the way he frames the discussion. Following Rapoport’s Rules

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Surprise: The Adolescent Brain Isn’t Broken

Chapter 2 of Inventing Ourselves: The Secret Life of the Teenage Brain kicks off with a teenager’s diary entry from April of 1969: I went to arts centre (by myself!) in yellow cords and blouse. Ian was there but he

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