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Category Archives: L&B Blog
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Ask a Simple Question, Get an Oversimplified Answer
Handwritten notes might help students who review them, but laptop notes seem to help those who don’t. In brief: even simple questions have complex answers. Continue reading
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Evaluating the Best Classroom Practices for Teaching Math
Analyzing TIMSS data, researchers draw tentative conclusions about math teaching: memorizing formulas & hearing lectures vs. applying math to “real life.” Continue reading
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Does Media Multitasking Really Interfere with Student Thinking?
To many teachers, it just seems obvious: all that screen times MUST be bad for…
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Tagged attention, long-term memory, multitasking, technology, working memory
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Avoiding Extremes: Common Sense in the Middle
Teachers feel passionate about our work. As a result, we can advocate exuberantly — occasionally…
The Limits of Retrieval Practice: A Helpful Case Study
Here on the blog, I write A LOT about the benefits of “retrieval practice.” (For…
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Life Without Memory: Your Hippocampus and You
Who are you without your memory? In neurobiological lingo: who are you without your hippocampus?…
Environmental Consequences of Ed Tech
Neil Selwin argues, dramatically, that “EdTech is Killing Us All.” His point is not that…
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Can Quiet Cognitive Breaks Help You Learn?
A 10-minute cognitive break improves our memory for story details. If this research pans out, it might be immensely helpful in the classroom. Watch this space… Continue reading
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T/F: Timed Tests Cause Math Anxiety?
Questions about math and anxiety have been on the uptick recently. Over at Filling the…
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How to Stop Cheating: An Awkward Debate
Despite promising early research, current findings suggest that “moral reminders” don’t prevent cheating. Alas: the “replication crisis” continues… Continue reading