Category Archives: L&B Blog

In schools, optimism helps teachers a lot. At the beginning of the year, my students JUST DON’T KNOW all sorts of things: how to write a good essay; how to analyze Macbeth; how to define “gerund.” In all likelihood, your students don’t

You will often hear about an exciting strategy to help students learn: they should teach one another. Imagine a unit on — say — “siege warfare.” And, imagine that my student (let’s call him Lancelot) learns enough about siege warfare to teach his

On Sunday of this week, I published my response to my interview with Dr. Morgan Polikoff. When I shared it with him, he responded that I had misrepresented his position. I try hard never to misrepresent another’s position — especially

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

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

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