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- Replication Studies: Validating Previous Findings in 2024-2025 - Editverse on Messy Science: How to Prepare Students for the Real World...
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- Phenomenological Studies: Exploring Lived Experiences in 2024-2025 on Why We Forget and How to Remember Better by Dr....
- Demystifying the concept of deep work – Gyfted on The Distracted Mind: Ancient Brains in a High-Tech World by...
- The Jigsaw Advantage: Should Students Puzzle It Out? [Repost] |Education & Teacher Conferences on Getting Bossy about Jigsaws; “Don’t Fence Us In”
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Category Archives: L&B Blog
Your Brain Headlines of the Week
Every week generates lots of interesting research in brain-world. These headlines most grabbed my attention:
Problems in Science Communication, Part I: Too Much Skepticism
When teachers question guidance offered by outside research experts, we might be faulted for “too much skepticism.” Yet expertise is more useful and meaningful when provided by insiders. Effective science communication depends on researchers who know schools and classrooms through day-to-day experience. Continue reading
Don’t Miss This Handy Compilation of Research Summaries
Over at Teacherhead, Tom Sherrington has gathered more than a dozen summaries of teaching research….
Preschool for Parents: Surprising Long-Term Benefits
Head Start programs prepare young children — especially those from lower socio-economic cohorts — for success in school. Can these programs help more if extended by the parents? Continue reading
You Are a Learning Style of One
Many educational fads ask teachers to sort our students into false learning categories: by learning style, for example, or by gender. Instead, we should focus on cognitive processes — like memory and attention — that apply to all our students. As learners we can’t be categorized, but we’re more alike than different. Continue reading
Do Expert Teachers See More Meaningful Classrooms?
Why do chess experts win more chess matches than novices? This question has a perfectly…
How To Be A Critical Psychology Consumer
Teachers who want to shape our practice with research find ourselves taking on extra responsibilities….
Don’t Just Do This Thing; Think This Way
Do hard-to-read fonts improve learning? The answer is: that’s the wrong question. Instead, we should ask: how can we set the right level of difficulty as students learn material? And: are hard-to-read fonts a useful tool in getting to that level. Only the classroom teacher can answer those questions. Continue reading
Conflicting Advice: Mind-Wandering Is Bad, or Just Fine
Some researchers say that mind wandering is “just fine.” Others say that it interferes with comprehension. Which is true? When looking at conflicting findings, focus on the research that best resembles your classroom. In this case, you should probably worry about mind wandering — except under specific circumstances. Continue reading
Just Not a Useful Debate: Learning Styles Theory [Updated]
At one of the first Learning and the Brain conferences I attended, a speaker briefly…