LME Global

Most professional development ends when the workshop ends.

Teachers leave with new ideas and good intentions—but turning those ideas into lasting classroom practice can be challenging.

That's why The Learning Blueprint, developed by Dr. Jared Cooney Horvath, is designed differently.

A core component of the program is **Micro-Projects**: small, focused classroom experiments that help teachers apply what they're learning in real time.

Through Micro-Projects, teachers:

✔ Learn a new idea grounded in learning science
✔ Test it in their classroom
✔ Reflect on the results
✔ Refine and improve their practice

Because meaningful professional learning isn't just about acquiring knowledge—it's about implementing it.

How does your school support teachers in turning professional learning into classroom action?

Learn more about The Learning Blueprint for Teachers:
https://www.lmeglobal.net/the-learning-blueprint

The Digital Delusion was recently featured in EURweb as part of the growing national conversation around classroom screens.

As more parents, educators, school leaders, and policymakers question the role of digital technology in schools, one question matters most:

Does this help students learn?

Technology is not the issue by itself. The issue is whether the tool supports the conditions learning actually requires — attention, memory, reading, writing, discussion, practice, and meaningful human instruction.

We’re encouraged to see this conversation gaining momentum and grateful to have Dr. Jared Cooney Horvath’s work included in it.

Read the article here:
https://eurweb.com/digital-delusion-screen-time-schools-movement/

'The Digital Delusion' Fuels Growing Backlash Against Classroom Screens | EURweb | Black News, Culture, Entertainment & More Jared Cooney Horvath’s 'The Digital Delusion' is driving a national debate over screen use in classrooms and traditional learning methods.

🎉 BOOK GIVEAWAY 🎉

Want an advance copy of The Digital Delusion: How Classroom Technology Harms Our Kids' Learning—And How to Help Them Thrive Again?

Goodreads is giving away 12 advance reader copies of the upcoming updated edition.

This expanded edition includes new research, answers to common questions and criticisms, and a new appendix exploring the purpose of K–12 education.

📚 Enter the giveaway here:
https://www.goodreads.com/giveaway/show/442632-the-digital-delusion-how-classroom-technology-harms-our-kids-learning-

Good luck!

Book giveaway for The Digital Delusion: How Classroom Technology Harms Our Kids' Learning--and How to Help Them Thrive Again by Jared Cooney Horvath Jun 12-Jul 08, 2026 Enter to win one of 12 free copies available. Giveaway dates from Jun 12-Jul 08, 2026. Educator and neuroscientist Dr. Jared Cooney Horvath reveals why d...

📘 COVER REVEAL + PREORDER NOW OPEN

We're excited to share the new cover for The Digital Delusion: How Classroom Technology Harms Our Kids' Learning—And How to Help Them Thrive Again by Dr. Jared Cooney Horvath.

As conversations around screens, AI, attention, and student learning continue to evolve, this updated edition explores what the science of learning tells us about the role technology plays in education—and what educators, parents, and school leaders can do to help students thrive.

The new edition will be released August 18 through Penguin Random House and is now available for pre-order.

📚 Pre-order your copy:
https://www.penguinrandomhouse.com/books/838437/the-digital-delusion-by-jared-cooney-horvath-phd-med/

At LME Global, we're proud to support evidence-informed conversations about learning, teaching, and student success. Congratulations to Jared and the Penguin Random House team on the upcoming release!

Most professional development focuses on strategies.

But strategies only work when they're built on an understanding of how learning actually happens.

One of the core ideas behind The Learning Blueprint is that effective professional learning shouldn't begin with tips, tricks, or trends. It should begin with understanding how learning works.

When teachers understand attention, memory, cognitive load, transfer, and knowledge development, they gain something far more valuable than a collection of strategies:

They gain the ability to make better instructional decisions.

The Science of Learning doesn't tell teachers what to do. It helps them understand why learning works the way it does, empowering them to adapt, innovate, and respond to the unique needs of their students.

Because great professional learning shouldn't simply inspire teachers.

It should change practice.

What professional learning experience has had the biggest impact on your teaching?

🎙️ New conversation on TRIGGERnometry

One of the biggest misconceptions in education today is that engagement and learning are the same thing.

They aren't.

A student can be highly engaged with a screen, a game, or an activity and retain very little. At the same time, some of the most powerful learning experiences can feel effortful, challenging, and even uncomfortable.

I recently joined Konstantin Kisin and Francis Foster for a wide-ranging discussion on:

• Technology and learning
• Screens and attention
• AI in education
• Cognitive development
• What the science of learning tells us about teaching

I'd love to hear your thoughts:

Have we mistaken engagement for learning?

Watch the full conversation here:
https://youtu.be/GcjirpuYP98?si=aGzSCKPogLBm-RMR

"We’re Regressing Into The Unknown" - Dr Jared Cooney Horvath Triggernometry is proudly independent. Thanks to the sponsors below...

What does the science of learning say about discovery-based learning?

A common misconception is that learning science is opposed to discovery learning. In reality, the question isn't whether discovery has a place in learning—it's when.

Research suggests that knowledge precedes skills. When students first build a foundation of facts, concepts, and understanding, discovery activities become far more effective because learners can ask better questions, recognize errors, and make meaningful connections.

In this AMA response, Dr. Jared Cooney Horvath explains why "content precedes skills" remains one of the most important principles in the science of learning.

Watch the full discussion here:
https://youtu.be/X1p0zetdqFo?si=XqWgEpjto7KlM_04

What role do you think discovery learning should play in the classroom?

Discovery Learning | When Letting Students ‘Figure It Out’ Can Backfire Why the most popular progressive teaching method may be the least e...

New research says “phone bans don’t improve learning.”
But before schools draw conclusions, it’s worth asking an important question: what exactly was being studied?

In this new article, explores the critical differences between partial phone restrictions, classroom-level policies, and true bell-to-bell bans — and why those distinctions matter when interpreting the research.

At LME Global, these are the kinds of evidence-based conversations that drive The Learning Blueprint for Teachers: helping educators evaluate attention, memory, cognitive load, and classroom practice through the lens of how learning actually works.

Because meaningful educational change requires more than headlines — it requires understanding the science behind the outcomes.

Read the full article here
Researchers Say Phone Bans Don’t Improve Learning: https://thedigitaldelusion.substack.com/p/researchers-say-phone-bans-dont-improve?utm_source=chatgpt.com

Researchers Say Phone Bans Don’t Improve Learning — But They Didn’t Study Bans How a Crucial Distinction Continues to be Blurred in the Debate Around Phones in Schools

New article featuring Jared Cooney Horvath in LEVEL Man.

As schools and families continue navigating an increasingly digital world, an important question remains:

Are current technologies helping students learn better — or simply changing how they engage with information?

This article explores growing concerns around attention, memory, deep reading, critical thinking, and the long-term cognitive impact of constant technology use.

At LME Global, we believe this conversation should not be about fear or nostalgia.

It should be about understanding how learning actually works — and designing environments that support focus, thinking, connection, and durable understanding.

Because the goal isn’t “more tech” or “less tech.”

The goal is better learning.

Read the article here:

Our Obsession With Technology Is Destroying Our Kids Dr. Jared Cooney Horvath’s ‘The Digital Delusion’ exposes the truth.