CLICK IMAGE TO ACCESS VIDEO PAGE
What dominant narrative has overwhelmingly influenced how we conceptualize the role of education in our culture?
What is covert activation, and why might it help explain large performance gaps observed among otherwise similar students?
What is the most basic answer to the question, “How can I be more creative?” … and how should this impact education?
Why will human teachers always endure as an indispensable component of the learning process … even in our digitally-obsessed world?
How are teenagers unique with regard to sleep cycles and circadian rhythms … and how does this conflict with traditional schooling practices?
We know stories are good for many things (directing attention, organizing ideas, etc.) but do they effectively serve learning and memory?
How might we as teachers and educators begin to expand our mindset about student engagement and motivation?
How does the human brain process words and symbols differently than visual images … and why does this matter?
How do things like reading comprehension and logographic scripts (like Mandarin Chinese) fit into the 'reading wars' debate?
Nature vs Nurture (Part 1 of 4) | This is one of those timeless debates that only becomes more interesting (and curious) the more we learn about it.
Nature vs Nurture (Part 2 of 4) | How might genetic markers that effectively predict group outcomes be grossly misapplied on an individual level?
Nature vs Nurture (Part 3 of 4) | Watch brave Sir Jared battle in the field of ideas as he dismantles an inferior opponent named Heritability.
Approximately what percentage of new learning takes place during active learning versus during the short breaks we often take in between?
As teachers, what kinds of tools and strategies can we embrace to help students take more ownership over their learning?
According to the OECD, do students who frequently use computers at school perform better or worse than their tech-deprived peers?
How closely correlated are basic handwriting skills (word formation; punctuation; grammar; etc.) to effective written expression?
Do enriched learning environments really support faster, deeper learning versus ‘traditional’ learning environments?
There is no shortage of bizarre episodes that may compel you to question the validity of things you previously assumed to be ‘fact’ ...
With regard to live versus digital learning, which groups of students tend to suffer most when thrust into the latter environment?
What is the learning impact of implementing a year-round school calendar versus the traditional 9-month on/3-month off model?
Do reward systems actually promote long-term behavioral changes, or are results simply dependent on the rewards themselves?
According to research, approximately how much homework supports peak learning and academic performance?
How well do popular working memory training programs (like Lumosity, Cogmed, etc.) actually support learning and skill transfer?
What are mindset interventions, and how strongly do they correlate to improved student performance in the classroom?
As society continues to march headlong into a 'brave new digital-world', how is all this technology impacting our brains?
How does our worldview shape our perception, and how does this relate to the utility of grades and modern assessments in our schools?
How do domain experts traditionally approach teaching, and how does it conflict with normal learning and performance patterns?
A majority of students use captioning at least some of the time, regardless of whether they need them ... but does it actually help learning?
We know ‘learning by teaching’ can be a powerful strategy ... but when might it work well in the classroom, and when might it just be gratuitous?
Do teachers need to be trained in neuroscience, and do experienced expert teachers believe in fewer neuromyths than novices?
On average, how many external interruptions occur during a normal school day … and how much learning time is lost as a result?
How do our moods and emotions impact our ability to retrieve memories … both of the episodic and semantic variety?
Is multitasking truly possible ... and how can it impact things like learning, memory, attention and impulse control?
Boosting academic outcomes through learning sciences
Connect With Us
Copyright © 2022 LME Global – 6119 North Scottsdale Road, Scottsdale, AZ, 85250 – (702) 970-6557
Copyright © 2022 LME Global
6119 N Scottsdale Rd, Scottsdale, AZ, 85250