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ADHD adolescence attention book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding education elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math methodology middle school mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Understanding Test Anxiety on Test Anxiety: How and When Does It Harm Students?
- A Skeptic Converted? The Benefits of Narrative |Education & Teacher Conferences on Help Me Understand: Narrative Is Better than Exposition
- Debate #4- Cell phones be banned from the classroom. | Aradhana's blog – ECI830 on Cell Phones in the Classroom: Expected (and Unexpected) Effects
- The Rare Slam Dunk? Blue Light Before Bed |Education & Teacher Conferences on “Writing By Hand Fosters Neural Connections…”
- Andrew Watson on “You Can Find Research that Proves Anything”
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Category Archives: L&B Blog
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Weather Forecasting and Cognitive Science
I live in Boston, and we just had an ENORMOUS snow storm. TWELVE INCHES of…
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Constructivism, or Constructivism, Part II
Last week, I wrote about the often-testy debates that surround “constructivism.” One possible cause for…
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Constructivism, or Constructivism? Part I
If you want to launch a feisty debate in your next faculty meeting, stand up…
![Teenage girl sitting on floor and trying to learn with post-it notes](https://www.learningandthebrain.com/blog/wp-content/uploads/2024/02/AdobeStock_548444345.jpeg)
Should Students Make Their Own Flashcards, Take II
A respected colleague recently posted a study about making flashcards. The basic question: should students…
![A closeup of four hands holding out single puzzle pieces, trying to see how to put them together well.](https://www.learningandthebrain.com/blog/wp-content/uploads/2024/02/AdobeStock_190167656.jpeg)
The Jigsaw Advantage: Should Students Puzzle It Out?
The “jigsaw” method sounds really appealing, doesn’t it? Imagine that I’m teaching a complex topic: say,…
![College student smiling while taking notes on while studying](https://www.learningandthebrain.com/blog/wp-content/uploads/2024/01/AdobeStock_164396608.jpeg)
Putting It All Together: Connecting “Motivation” with “Teaching Style”
Researchers tend to focus on particular topics in education. Some folks study attention, while others look…
![Young teacher wearing sweater and glasses sitting on desk at kindergarten clueless and confused expression with arms and hands raised.](https://www.learningandthebrain.com/blog/wp-content/uploads/2024/01/AdobeStock_328789964.jpeg)
Overwhelmed Teachers: The Working-Memory Story (Part II) [Updated with Link]
Last week, I offered an unusual take on working memory in the classroom. Typically, I…
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Overwhelmed Teachers: The Working-Memory Story
If I could pick one topic from cognitive science for ALL TEACHERS to study, that…
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Reframing Motivation: Urgent vs. Interesting
You are walking through a museum after closing time, peering into room after room. You…
![Young children sit on the floor eagerly listening to a teacher, off camera](https://www.learningandthebrain.com/blog/wp-content/uploads/2023/12/AdobeStock_620377958.jpeg)
Help Me Understand: Narrative Is Better than Exposition
I’m straight-up asking for some guidance here. Here’s the story… “Psychologically Privileged” For many years…