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- Ulrich Boser on Interested in Action Research? Try This Instead
- Andrew on Does Banning Classroom Technology Improve Engagement? Learning?
- Emily on Does Banning Classroom Technology Improve Engagement? Learning?
- Judith V.T. Wilson on An Unexpected Strategy to Manage Student Stress
- Diana J. Taylor on A Hidden Strength of “Concreteness Fading”
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Tag Archives: classroom advice
Where Should Students Study?
My teachers told me to study in the library. What does today’s research say? Continue reading
“How We Learn”: Wise Teaching Guidance from a Really Brainy Guy
How We Learn, by Stanislas Dehaene, offers a rich and fascinating look at human brains, their ways of learning, and the best ways to teach them. Continue reading
Posted in Book Reviews, L&B Blog
Tagged attention, classroom advice, neuroscience, parents
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An Unexpected Strategy to Manage Student Stress
We might be inclined to reassure our anxious students, and advise them to “remain calm.” This research, however, suggests a surprising alternative. Continue reading
Balancing Direct Instruction with Project-Based Pedagogies
Tom Sherrington’s essay on direct instruction and project-based pedagogies is now available on his website. And: it prompts important questions about the novice/expert continuum. Continue reading
Concrete + Abstract = Math Learning
Should math instruction focus on concrete examples (frog puppets and oranges) or abstract representations (numbers and equations)? This research suggests: a careful balance of both. Continue reading
When Good Classroom Assignments Go Bad
Classroom assignments often sound like great ideas, until they crash into working memory limitations. Happily, we’ve got the strategies to solve this kind of problem. Continue reading
Can Multiple-Choice Tests Really Help Students?
Surprise: a well-designed multiple choice question might in fact help students. Why? Because it requires extra retrieval practice to sort out all the answers. Continue reading
More about Macbeth and Memory
Earlier this month, I wrote about the distinction between autobiographical memory and semantic memory. Both kinds help us live meaningful lives. But, schools focus on semantic memory: we want our students to know facts and skills over the long term.
Getting the Timing Right: Critical Thinking Online
Spacing practice out helps students learn all sorts of things. Can it help them learn to be critical thinkers online? Continue reading
Posted in L&B Blog
Tagged boundary conditions, classroom advice, critical thinking, long-term memory
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Fostering Curiosity in the Classroom: “What Percentage of Animals are Insects?”
When we ask students to predict the answers to questions, we make them more curious about those answers. Continue reading