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Smart Teaching Stronger Learning:
Practical Tips From 10 Cognitive Scientists
Edited by Pooja K. Agarwal, Ph.D.
Amazon | Bookshop | Barnes & Noble | Audible
In the book Smart Teaching Stronger Learning, renowned cognitive scientists from around the world share innovative teaching strategies that significantly transform student learning. This approachable resource distills key principles from the science of learning, with concise chapters and real-world examples for busy educators and leaders in K–12, higher education, and beyond.
Enrich your pedagogy, professional growth, and knowledge of the newest findings in educational psychology with down-to-earth tips straight from the source: cognitive scientists who are also classroom teachers. Learn how you already use evidence-based methods — such as retrieval practice, interleaving, and metacognition — and gain creative strategies to strengthen student motivation, long-term learning, and success.
Available in paperback, Kindle/e-book, and audiobook. Please support independent bookstores by purchasing through Bookshop.org (sometimes it’s cheaper than Amazon). You can also request Smart Teaching Stronger Learning through your local library.
Subscribe for our newsletter for more tips, resources, announcements, and free events with the authors. For questions and a bulk order discount, email us at ask@retrievalpractice.org.
If you’ve read Powerful Teaching (thank you!), Smart Teaching Stronger Learning takes the science of learning to the next level:
The book is full of practical teaching strategies, all based on the newest research from the science of learning conducted in real classrooms.
It features cognitive scientists from around the world who are also classroom teachers.
It's short. At only 10 chapters, 10 pages each, Smart Teaching Stronger Learning is intended for busy educators like you.
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Introduction by Dr. Pooja K. Agarwal (Editor)
Retrieval Practice: Smart Teaching Strategies for Stronger Learning by Dr. Janell R. Blunt
Early Childhood Education: Retrieval-Based Learning for Children by Dr. Lisa K. Fazio
Spaced Practice: Optimize Class Time to Boost Learning by Dr. Shana K. Carpenter
Interleaving: Mix Things Up to Support Long-Term Learning by Dr. Veronica X. Yan
Metacognition: Monitoring, Control, and Trusting in the Self by Dr. Lisa K. Son
Concept Mapping: Strengthen Learning with Linking Words by Dr. Kripa Sundar
The Effective Teaching Cycle: Motivation, Scaffolding, and Reinforcement by Dr. Cynthia L. Nebel
Transfer of Learning: Foster Students’ Application of Knowledge by Dr. Steven C. Pan
Bringing It Together: Bite-Sized Adjustments for Powerful Engagement by Dr. Michelle L. Rivers
Neuromyths Debunked: Why They Persist and How to Think Smarter by Dr. Roberta Ekuni
About the Editor
Acknowledgments
References
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Click here to download our list of recommended research articles for each chapter.Chapter 1: Retrieval Practice
Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33, 1409–1453.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775.
Chapter 2: Early Childhood
Fazio, L. K. & Marsh, E. J. (2019). Retrieval-based learning in children. Current Directions in Psychological Science, 28(2), 111–118.
Karpicke, J. D., Blunt, J. R., Smith, M. A., & Karpicke, S. S. (2014). Retrieval-based learning: The need for guided retrieval in elementary school children. Journal of Applied Research in Memory and Cognition, 3(3), 198–206.
Chapter 3: Spaced Practice
Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369–378.
Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022). The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology, 1, 496–511.
Chapter 4: Interleaving
Sana, F., & Yan, V. X. (2022). Interleaving retrieval practice promotes science learning. Psychological Science, 33(5), 782–788.
Yan, V. X., Sana, F., & Carvalho, P. F. (2024). No simple solutions to complex problems: Cognitive science principles can guide but not prescribe educational decisions. Policy Insights from the Behavioral and Brain Sciences, 11(1), 59–66.
Chapter 5: Metacognition
Chen, S., & Son, L. K. (2024). High impostors are more hesitant to ask for help. Behavioral Sciences, 14(810), 1–17.
Jirout, J. J., Evans, N. S., & Son, L. K. (2024). Curiosity in children across ages and contexts. Nature Reviews Psychology, 3(9), 622–635.
Chapter 6: Concept Mapping
Sundararajan, N. K. (2022). Concept mapping: A powerful tool for learning. American Educator, 46(1), 40–47.
Sundararajan, N. K., Adesope, O., & Cavagnetto, A. (2018). The process of collaborative concept mapping in kindergarten and the effect on critical thinking skills. Journal of STEM Education, 19(1), 5–13.
Chapter 7: The Effective Teaching Cycle
Abel, M., & Bäuml, K. H. T. (2020). Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying. Cognition, 201, 104316.
Sumeracki, M., Nebel, C. L., Kuepper-Tetzel, C., & Kaminske, A. N. (2023). Ace That Test: A Student’s Guide to Learning Better. Routledge.
Chapter 8: Transfer of Learning
McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013). Quizzing in middle-school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360–372.
Pan, S. C., & Rickard, T. C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710–756.
Chapter 9: Bringing It Together
Rivers, M. L. (2021). Metacognition about practice testing: A review of learners’ beliefs, monitoring, and control of test-enhanced learning. Educational Psychology Review, 33, 823–862.
Rivers, M. L. (2023). Test experience, direct instruction, and their combination promote accurate beliefs about the testing effect. Journal of Intelligence, 11(7), 147.
Chapter 10: Neuromyths
Luiz, I., Lindell, A. K., & Ekuni, R. (2020). Neurophilia is stronger for educators than students in Brazil. Trends in Neuroscience and Education,20, Article 100136.
Sazaka, L. S. R., Hermida, M. J., & Ekuni, R. (2024). Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training. Trends in Neuroscience and Education, 36, Article 100235.
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In the past 20 years, there have been monumental gains in the field of cognitive science in understanding how students learn, especially in real classroom environments. Educators are using evidence to improve their teaching, and the recent abundance of resources on the science of learning is astounding.
But there are still persistent misconceptions about learning and misguided recommendations for teachers based on so-called “research” that is outdated, obscure, or flawed. Educators need research-based teaching strategies they can trust and that’s why the book Smart Teaching Stronger Learning was created: to share the science of learning straight from the source — researchers who are also teachers.
The 10 cognitive scientists featured in this book practice what they preach and they love sharing how they teach. They have done the heavy lifting for you by translating research, developing class activities, and testing them out in their own classrooms. They are also representative of today’s educators: As women, BIPOC, LGBTQ+, first generation college graduates, English language learners, and educators who have taught students from historically marginalized communities, they know what it’s like to teach in the real world. This book doesn’t include statistics, jargon, or unapproachable research by out-of-touch academics. What it does include is real solutions to real problems by down-to-earth teachers who also conduct research on learning.
Smart Teaching Stronger Learning was designed with curious and busy educators in mind. As a curious educator, you already spend considerable time and energy thinking about learning. Perhaps you are a pre-service teacher looking to start your career, or you are a veteran teacher who wants to refresh your approach. You might be a faculty member at a teaching center or a graduate student conducting research. For educators from all walks of life, this book is a guide to thinking about learning in a new light, with some bite-sized research along the way.
You’re also a busy educator. We’ve been there. We know what it’s like to juggle lesson planning, grading, emails, and meetings (not to mention the actual teaching). That’s why this book is intentionally short — only 10 pages per chapter — and also why each author focuses on teaching strategies you can implement immediately, without additional course prep or grading.
Whether you teach K–12 students or graduate students, or you’re new to teaching or a long-time educator: If you want to improve student learning, this book is for you.
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A featured blog and podcast interview with Jennifer Gonzalez’s Cult of Pedagogy
A book review by Matt Miller: “I want to buy it for every single teacher I know. I love it.”
A book review by Dr. Michelle Miller: “It must take a light and expert touch to coordinate across a group of expert teachers with deep and highly individualized perspectives, but that is what Agarwal has deftly accomplished in this work.”
5-star Amazon reviews from educators like you: “I have been retired for nine years and just reading these exciting techniques makes me ache to get back in the classroom!” (help us spread the word and post your rating or review on Amazon)
Educators are using this opportunity to support libraries and bookstores. A teacher in Denmark received our book for free through her school library and proceeds from book sales go to a local bookstore of your choice by ordering via Bookshop.org (books are shipped directly to you).
For more reactions from educators around the world, watch a Zoom recording of our book launch.
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Interested in a bulk order discount for 50 or more books? Email ask@retrievalpractice.org.
ISBN (paperback): 9798991819107
ISBN (e-book): 9798991819114
ISBN (audiobook): 9798991819121
Library of Congress Control Number: 2024924118Published by Unleash Learning Press. Copyright © 2025 by Pooja K. Agarwal.