A large study in five different Florida schools gives us lots of confidence that “interleaving” — mixing up different kinds of practice problems together — helps students learn. This technique takes a little extra time, but it’s highly effective and it’s free. Continue reading
New research, contradicting prior research, shows that pre-bedtime screen use does lower adolescent quality of life. We can managing this contradiction best by focusing on the children right in front of us. Continue reading
Australian researchers have developed a new font, “sans forgetica,” which might help students remember what they read. However, we have reason to be careful and cautious before we rely too much on this innovation. Continue reading
Research shows that movement can help kindergarteners understand the number line — an essential concept for math learning in general. We should not assume therefore that movement always benefits learning. Continue reading
The Hidden Brain podcast on the dangers of false sorting reminds teachers about the dangers of Learning Styles Theory. Continue reading
Students with lower visuospatial aptitude don’t benefit much from “memory palaces.” This research finding leads to important classroom strategies…and to bigger questions as well. Continue reading
Powerful Teaching, by Agarwal and Bain, combines research and practical classroom strategies. The result: an ideal book for teachers who want to improve our practice. Continue reading
Despite the click-bait headlines, research doesn’t show much of anything surprising or consequential about people who correct your grammar online. Continue reading
New research suggests that mindfulness may lead to “particularly unpleasant” experiences for many practitioners. This research is in early stages, but we should consider its implications in school mindfulness programs. Continue reading
