u003cbu003eEmploy cognitive theory in the classroom every dayu003c/bu003e u003cpu003eResearch into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that’s easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In u003ciu003eSmall Teaching,u003c/iu003e James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big differenceu0026#8212;many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: u003culu003e u003cliu003eHow does one become good at retrieving knowledge from memory?u003c/liu003e u003cliu003eHow does making predictions now help us learn in the future?u003c/liu003e u003cliu003eHow do instructors instill fixed or growth mindsets in their students?u003c/liu003e u003c/ulu003e u003cpu003eEach chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.