Just registered! How about you? If you are interested in using the science of learning to inform your instruction, this is where you want to be come the evening of November 5th.

The proliferation of screen access for children is unquestionably out of control. Yesterday was a day off school, so naturally, we had several appointments for our kids: the orthodontist, pediatrician, and optometrist. What did all three waiting rooms have in common? Screens for children to use while they wait. I understand that parents ultimately decide whether to let their kids use them. But the constant availability and effortless access send a broader message: anytime children might have to wait, engage their brains, or experience a little boredom, there should be a screen ready to occupy them. That message is concerning, and I think we’re underestimating its impact. Boredom isn’t a problem that needs to be solved. Waiting is an ordinary part of life. It creates opportunities to observe, think, imagine, talk, and simply sit with your own thoughts. When we reflexively fill every quiet moment with a screen, what opportunities are children losing to develop those habits?

🎙️ Teach Smarter: The Science of Learning is officially official on Apple Podcasts and Spotify! I encourage you to check out our two most recent episodes: one on attention with @AmberBHaven and @XpatEducator and another on automaticity with @mommagordon2 and @katie_a_baker If you missed our inaugural episode a couple of months ago, check that one out, too! We break down the modal model of memory with @helenrey and @S_Oberle and explore what it means for teaching and learning. Across every episode, @StamStam193 and I aim to bridge the gap between theory and practice by hearing directly from teachers in the classroom who share concrete, practical applications of the science of learning that any teacher can use in any context. The goal is always to connect what we know about how learning works with what teachers can do to make learning more effective in their classrooms. Give us a listen! 🎧

A former student stops me in the hallway and says, “Mr. Benson, thank you so much for teaching me that method last year. It’s working great in all my classes.” I asked her which method she was talking about. Retrieval practice. Explicitly teach students how they learn, then explicitly show them what they should do based on that knowledge. Many of them will take it from there. We shouldn’t underestimate what happens when we equip students with the knowledge and strategies to take ownership of their own learning.