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Category Archives: L&B Blog
The Limits of Retrieval Practice, Take II…
Just two weeks ago, I posted about a study showing potential boundary conditions for retrieval practice:…
This Is Your Amygdala on a Cliff…
If you’ve seen the documentary Free Solo, you know about Alex Honnold’s extraordinary attempt to climb…
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
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
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…
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…
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