Every now and then, we should stop and look for flaws in our assumptions.

Are there ways that research might not help learning? Might it actually limit learning?

Can we ever research a topic too much? Can we reach a point where, well, there’s nothing really more to say about teaching better and learning more?

Perhaps, for instance, we’ve reached peak retrieval practice…

Because I really like the outdoors (summer camp, here I come!), I’d LOVE to believe that walking outside has cognitive benefits.

As we put our lesson plans together, we teachers want to know: are some minutes more valuable than others?

That is:

Do students remember most at the 10-minute mark of the lesson, because they’re mentally revved up?

Or, perhaps…

Imagine this scenario: you’re standing in the CVS toothpaste aisle, trying to decide.

You think you should be able to recognize something familiar, but honestly there are so many choices.

Just last week, I spoke with middle- and upper-school students about learning.

We all know — and these students certainly know — that learning is hard. So, does cognitive science have any practical suggestions to help them study and learn?

Yes, reader, it does.

Should students use cameras to take pictures of boardwork?

Every now and then, research is just plain funny. Here’s the story …

When our students learn, we naturally want them to show us what they've learned.

Most schools rely, in varying degrees, on tests. The logic seems simple: if students know something, they can demonstrate their knowledge on this quiz, or test, or exam.

But, what about students who feel test anxiety?

Few ideas in education sound better than mindfulness.

If mindfulness programs work as intended, teachers and schools can help students center their attention and lower their stress.

We’ve got suggestive research indicating that, when done properly, such programs can improve wellbeing.

Perhaps they can even helps students learn more. (We school people really like research that helps students learn more.)

What's not to love?

I recently read a much-liked Twitter post that said (I'm paraphrasing here):

If you try to debunk Learning Styles Theory and you face unexpected resistance, start looking for the profit motive.

Hmmm …

Few psychology studies have created a bigger stir than Walter Mishel's research into marshmallows.

Here's a common problem: your job today is to teach a boring topic. (You don't think it's boring, but your students always complain...)

What's a teacher to do?

When teachers try to use psychology research in the classroom, we benefit from a balance of optimism and skepticism.

As we put our lesson plans together, we teachers want to know: are some minutes more valuable than others?