Brain Science 101: What Doesn’t Kill You Makes You Smarter

Brain neurons, get smarter, cognition, Imagine Learning In a 2011 Scientific American article, behavioral therapist Andrea Kuszewski reinforced a concept that continues to gain traction today–namely, that it’s possible to improve one’s native intelligence.

In the past, even respected scientists assumed that intelligence was purely genetic and unlikely to change over time.

Nowadays, neuroscientists and cognitive therapists recognize that fluid intelligence (e.g., the capacity to learn and process new information) is the reality.

More importantly, people can boost their fluid intelligence by improving their working memory. But how?

Five Principles

According to Kuszewski, you don’t have to be a genius to improve cognition. Even those with low IQs can grow in fluid intelligence. To quote the author, “what doesn’t kill you (will make) you smarter.” Read more »


How to Choose a Fun and Effective Math Video Game

video games, math fluency, Big Brainz, Timez Attack, choose best learning, effective math video, success, math fact automaticityLet’s face it—not many kids are interested in reciting their multiplication tables or practicing addition when they’ve got video games to play, TV to watch, and technology to explore.

Unfortunately, too many parents and educators automatically assume that video games are mere time wasters, as mentioned in our earlier discussion about game-based learning.

Of course, sorting out the effective math games from the mediocre ones can be a challenge. Not every game is equal when it comes to producing lasting learning. So, what to do? Read more »


Imagine Learning Talks About the Common Core Standards

Common Core, Imagine Learning, state standards, advocates, opponents, CCSS, benefits, classroom, assessments, tests, fact or fictionAt Imagine Learning, we’re quite familiar with the variety of opinions surrounding the Common Core State Standards (CCSS).

Although our own programs are aligned with multiple state standards (and not just the CCSS), we know what most educators are thinking on the subject. Here, we share a few of our findings.

What the Data Say

In August of 2015 a nationwide PDK/Gallup poll revealed that a majority of respondents oppose the teaching of Common Core. Interestingly, black and Hispanic respondents showed a lower level of opposition, at just 35 and 50 percent respectively.

In an earlier (2013) poll by PDK/Gallup, 72 percent of those polled indicated that they trust public school educators. But the same respondents also assume most educators oppose the CCSS, a view not aligned with the data.

In reality, 75 percent of educators support CCSS standards. Read more »


It’s a Grand Old Flag! 10 Facts about the Stars & Stripes

Imagine This, blog, Flag Day, flag etiquette, flag history, 2016, facts about flag, America

Betsy Ross and the flag

People around the world recognize it as one of a kind. Officers salute it, children pledge allegiance in front of it, and citizens honor it.

It’s arguably our most famous national symbol–the flag of the United States of America.

While Americans and world citizens alike may know our country’s flag, everyone can still learn more about its history and use.

For young and old, here are ten important facts to remember on Flag Day, Independence Day, or any other time of year when the flag passes by.

Flag History

1. Many flag historians believe that the first American flag combined the Union Jack (British flag) with the 13-striped Colonial Merchant ensign.

At that time, posting the Union Jack without authorization was an illegal act, but the Continental Army ignored the statute and flew the flag as an act of rebellion against the British Crown. Read more »


Imagine Learning Teaches Figurative Language

figuratively speaking


Sleep like a rock

Light as a feather

Cream of the crop

As big as a bus



The above phrases are examples of figurative language, all of which are commonly used in day-to-day English.

Any student–especially any English language learner–can struggle with such figurative speech, particularly when the implied meaning (i.e., idiom) does not translate to the student’s first language.

The concept of figurative language is also difficult for struggling readers to understand, but all students need to be able to identify and use it in reading and conversation. Read more »