Category Archives: L&B Blog

Obsessed with Working Memory: Resources

To complete our summer-long series exploring working memory, this post includes lots of handy resources to help you explore and discover more. Continue reading →



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Teens Who Recognize Their Emotions Manage Stress Better. We Can Help (Maybe).

New research identifies a potential source for depression in teenagers. We might be able to help… Continue reading →



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Obsessed with Working Memory: SOLUTIONS!

Once we anticipate and recognize working memory problems in our classrooms, teachers have many (MANY) flexible strategies to solve those problems. Continue reading →



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Good Dog! Goodbye, Dog…

The New York Times is reporting the death of Chaser, a dog who changed the way we think about canine cognition. We used to think that dogs could learn a handful of words, especially if they got treats afterwards. Chaser



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When Parents Teach Reading, Do They Also Promote Math Skills?

New research from England gives parents insight into the relationship between learning to read and learning to count. Continue reading →



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The Mindset Controversy: Carol Dweck Speaks…

Carol Dweck has responded to recent concerns about her Mindset theory. Her answers offer helpful guidance to classroom teachers. Continue reading →



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Obsessed with Working Memory: Identifying Overload

Because working memory overload interferes with learning, teachers should be experts at spotting WM problems. Here’s how to do just that. Continue reading →



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Naps In Schools (Just Might) Improve Classroom Learning

I like a good nap. I’m not sure there’s such a thing as a bad nap. But for this blog we must ask: can naps benefit learning? We’ve written often about the importance of a good night’s sleep for learning.



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Does Banning Classroom Technology Improve Engagement? Learning?

A study looking a technology ban in a classroom yielded puzzling results, and insightful recommendations. Continue reading →



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Critical Thoughts on Teaching Critical Thinking

We can teach critical thinking within disciplines — especially when students master information, and practice core skills. Can we teach more general critical thinking skills? Continue reading →



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