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Category Archives: L&B Blog
Constructivism, or Constructivism? Part I
If you want to launch a feisty debate in your next faculty meeting, stand up…
Should Students Make Their Own Flashcards, Take II
A respected colleague recently posted a study about making flashcards. The basic question: should students…
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,…
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…
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…
Overwhelmed Teachers: The Working-Memory Story
If I could pick one topic from cognitive science for ALL TEACHERS to study, that…
Reframing Motivation: Urgent vs. Interesting
You are walking through a museum after closing time, peering into room after room. You…
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…
Feedback Before Grades? Research and Practice…
The plan sounds so simple: Students practice a new skill. Teachers give them feedback. Using…
Which Is Better: “Desirable Difficulty” or “Productive Struggle”?
The obvious answer to my question is: “what a silly question.” After all, the two…
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