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Category Archives: L&B Blog

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The Best-Known Neural Model of Learning Might be Substantially Wrong

A new neural model of long-term memory formation might change our understanding of learning. It should not, however, change our approaches to teaching. Continue reading →



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Building a Better Research Mousetrap: @justsaysinmice

A new twitter account can help you sort the good science reporting from the bad. And, it’s got cute pictures too. Continue reading →



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Meet Blake Harvard, “Effortful Educator”

An interview with Blake Harvard: high-school psychology teacher, and Effortful Educator. Continue reading →



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Surprise: Screen Time (Even Before Bed) Doesn’t Harm Adolescents

A very large study with more than 17,000 people suggests that screen time isn’t really harming adolescent well-being. If that’s true, we should focus our efforts on finding and solving real problems in adolescent life, and not be distracted by sincere but inaccurate hype. Continue reading →



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STOP THE PRESSES (And Yet, Remain Calm)

In the world of science, if you see the right kind of evidence, you have…



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How to (Un)Make System-Wide Changes Based on Research

We might be eager to hurry up and change everything to make our schools better. By rolling out one change at a time, and by agreeing on criteria for success and failure in advance, we can raise the likelihood that our changes will help students learn. Continue reading →



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Working Memory Overload Throws Neurons Out of Synch

Students use working memory all day long, but they — and we — don’t have very much. New research is starting to explain what happens when they experience working memory overload. In brief: brain regions that must function synchronously stop doing so. Some day this research field might help our students learn more effectively. Continue reading →



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Is Failure Productive? (Hint: We Should Ask a Better Question)

Two research groups studied (more or less) the same technique with two different student populations — and got very different answer. These contradictory findings give teachers important lessons about using psychology and education research most wisely. Continue reading →



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The Simplest Motivation Strategy that You’re (Probably) Not Using

Two simple techniques to overcome mundane daily obstacles make it much likelier that our students — and we — will get work done. Continue reading →



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The Debate Continues: Being Bilingual Doesn’t Improve Executive Function

Adding to a complex research history, a new study finds that being bilingual did not increase executive function. Given the complexity of this question, perhaps we should focus on the obvious benefits of being bilingual: we can meet and talk with more people. Continue reading →



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