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Tag Archives: classroom advice
The Great Homework Debate: Working Memory Disadvantage?
New research into working memory might give teachers fresh perspective in the great homework debate. Well-designed homework might make new words and concepts easier to learn, because the right kind of practice can reduce differences between high- and low-working-memory students. Continue reading
Pro Tips: How To Think Like A Cognitive Scientist
A short, “intensive” college course might seem like a good idea. However, essential cognitive science principles suggest that students will learn less in them. Researchers consistently show that it’s better to spread learning out over time, and that easy learning doesn’t last. Continue reading
No Grades? Doug Lemov Just Isn’t Having It…
Although many experts argue that schools should have no grades, Doug Lemov strongly disagrees. His claim that the end of grades would preclude meritocracy has prompted a lively debate. Continue reading
Let’s Get Practical: More Flashcards Are Better
What flashcard strategies yield the most learning? Research suggests that relatively large flashcard piles spreads repetitions out, and therefore helps students learn better than relatively small piles. Because students prefer small to large, teachers should offer them consistent — and firm — guidance. Continue reading
Brains in the Classroom: Research-based Advice for Students
Rather than nag students by telling them to give up their bad study habits, we might instead help them use their current study strategies more effectively. This new study shows students how best to reread, underline, take notes, and use flash cards. Continue reading
Daring to Flip the Public Health Classroom
“Flipping the classroom” has been around long enough now to have its own Wikipedia page….
Vital Resources in Psychology: the Best Research for Teachers
These vital resources in psychology research can help teachers find the most effective teaching practices. They also provide lively examples of researchers doing what they do best: exploring complex questions with imagination and humility. Continue reading
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Tagged classroom advice, long-term memory, methodology, retrieval practice
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Don’t “Ignore the Man Behind the Curtain”
If you’ve got a question about the study you just read — for example, how best to make it work in your classroom — you just might reach out to the study’s author. Continue reading
Training Working Memory: Bad News, and Surprising Great News
Training working memory might be effective not because it increases WM, but because it gives participants a chance to figure out a successful strategy. If so, we can give students the same boost simply by telling them that strategy… Continue reading
Can You Reduce Stress by Writing About Failure?
The method sounds counter-intuitive, but it works: we can reduce stress by writing about failure. Recent research shows that students who wrote about previous struggle responded more calmly to a stressful situation, and did better on a subsequent attention test. Continue reading