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Category Archives: L&B Blog
A Hidden Strength of “Concreteness Fading”
Upbeat, perky brand names for teaching methods distract from sensible conversations about their real merits. Continue reading
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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
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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…
Does Music Training Help Us Pay Attention?
We can’t improve our students working memory. But, recent research from Chile suggests that music training might benefit one part of our attention system. Continue reading
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
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Tagged boundary conditions, classroom advice, critical thinking, long-term memory
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Can a Neuromyth Result in a Truce?
Tom Sherrington wants to call a truce between PBL advocates and those championing direct instruction. In a recent essay, he presents the terms of the cease fire. Continue reading
Welcome to Boston! (Almost)
I’m looking forward to putting names to faces at our Boston conference! Continue reading
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Fostering Curiosity in the Classroom: “What Percentage of Animals are...
When we ask students to predict the answers to questions, we make them more curious about those answers. Continue reading