Tag Archives: classroom advice

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



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

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



Posted in L&B Blog | Tagged , | 1 Comment

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



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

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



Posted in L&B Blog | Tagged , | 1 Comment

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



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

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.



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

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 , , , | Leave a comment

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



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

Tea and Macbeth: Autobiographical vs. Semantic Memory

Dramatic classroom events are memorable, but they’re the wrong kind of memorable if we want students to learn the underlying concepts. Clare Sealy explains why. Continue reading



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

Inquiry- and Problem-Based Pedagogy: Dramatic Results in South America (?)

This study conclusively shows that good teaching is more effective than bad teaching. Continue reading



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