Category Archives: L&B Blog

Beyond Retrieval Practice: The Benefits of Student-Generated Questions

Is it better to have students ANSWER questions or to ASK question? Recent research from Germany provides a helpfully specific way to think about study strategies. Continue reading



Posted in L&B Blog | Tagged | Leave a comment

An Exciting Event In Mindfulness Research [Repost]

I’ve been reviewing old posts, looking for information that might be particularly helpful in today’s strange times. This post — from September — gives us greater confidence that mindfulness helps reduce stress. It’s particularly persuasive research because it studies both



Posted in L&B Blog | Tagged , | Leave a comment

Dr. Kurt Fischer: A Tribute

Professor Kurt Fischer changed my professional life. If you’re reading this blog, odds are good he helped change yours as well. Throughout most of the 20th century, teachers, psychologists, and neuroscientists had little to say to one another. Even psychology



Posted in L&B Blog, News | Leave a comment

Pure Inquiry, Guided Inquiry, and PISA

A recent study looking at PISA data gives a fresh perspective on the Inquiry Learning debate. Continue reading



Posted in L&B Blog | Tagged | Leave a comment

The Neuroscience of Retrieval Practice

We know THAT retrieval practice helps students learn. It would be really cool to know what difference it makes in the brain. Well, we’re starting to learn… Continue reading



Posted in L&B Blog | Tagged , | 2 Comments

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



Posted in L&B Blog | Tagged , | Leave a comment

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,



Posted in L&B Blog | Tagged , | Leave a comment

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



Posted in L&B Blog | Tagged , | Leave a comment

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



Posted in L&B Blog | Tagged , | Leave a comment

Does Teaching HANDWRITING Help Students READ?

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



Posted in L&B Blog | Tagged , | 2 Comments