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Monthly Archives: April 2018
Resilient: How to Grow an Unshakable Core of Calm, Strength,...
Rick Hanson, senior fellow at the Greater Good Science Center at UC Berkeley and a…
Posted in Book Reviews
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Understanding Scanning Technology: When and Where in the Brain
The good folks over at TedEd have produced another helpful brain video — this one…
Chronotype Influences Grades. Owls Are Sad…
Sleep researchers distinguish between morning “larks” and night “owls.” These chronotypes influence grades, because school schedules favor morning larks over night owls. If we want to help all our students learn, we should create schedules that work for as many of them as possible. Continue reading
Can You Resist the Seductive Allure of Neuroscience?
The seductive allure of neuroscience often blinds us. In fact, the image on the right…
Daring to Flip the Public Health Classroom
“Flipping the classroom” has been around long enough now to have its own Wikipedia page….
Can You Rely on Meta-analysis? Can You Doubt It?
Over at his blog Filling the Pail, Greg Ashman likes challenging popular ideas. In a…
When Bad Technology Is Good Instead
Action video games and cell phones take most of the heat in discussions about the perils of technology. Who’s got anything good to say about either? Continue reading
Vital Resources in Psychology: the Best Research for Teachers
These vital resources in psychology research can help teachers find the most effective teaching practices. They also provide lively examples of researchers doing what they do best: exploring complex questions with imagination and humility. Continue reading
Posted in L&B Blog
Tagged classroom advice, long-term memory, methodology, retrieval practice
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Don’t “Ignore the Man Behind the Curtain”
If you’ve got a question about the study you just read — for example, how best to make it work in your classroom — you just might reach out to the study’s author. Continue reading
Training Working Memory: Bad News, and Surprising Great News
Training working memory might be effective not because it increases WM, but because it gives participants a chance to figure out a successful strategy. If so, we can give students the same boost simply by telling them that strategy… Continue reading