ABOUT THE AUTHOR
Andrew began his classroom life as a high-school English teacher in 1988, and has been working in or near schools ever since. In 2008, Andrew began exploring the practical application of psychology and neuroscience in his classroom. In 2011, he earned his M. Ed. from the “Mind, Brain, Education” program at Harvard University. As President of “Translate the Brain,” Andrew now works with teachers, students, administrators, and parents to make learning easier and teaching more effective. He has presented at schools and workshops across the country; he also serves as an adviser to several organizations, including “The People’s Science.” Andrew's Book-- Learning Begins: The Science of Working Memory and Attention for the Classroom Teacher--will be available in March of 2017.
ABOUT THE BLOG
…might not be what you’d expect. My prediction would have been that if I have a glass of wine before I learn some new vocabulary words, I won’t learn those words as well as I would have fully sober. That prediction,
Over at Newsweek, Alexander Nazaryan wants to vex you. Here’s a sample: Only someone who has uncritically mastered the intricacies of Shakespeare’s verse, the social subtexts of Elizabethan society and the historical background of Hamlet is going to have any original or
You’d like an 8 page summary of Cognitive Load Theory, written in plain English for teachers? You’d like three pages of pertinent sources? Click here for a handy report from the Centre for Education Statistics and Evaluation. (That’s not a
Should young children count on their fingers when learning math? You can find strong opinions on both sides of this question. (This blog post uses 4 “No’s” and 5 exclamation points to discourage parents from allowing finger counting.) Recent research
Here on the blog, we write a lot about desirable difficulties: that elusive middle ground where cognitive work is hard enough but not too hard. Over at The Learning Scientists, they’ve got a handy list of resources to guide you
Like you, the Effortful Educator knows that retrieval practice benefits learning. But: how to get your students to do it? Here‘s one strategy he proposes…if you’re like me, you’ll admire its wisdom and simplicity.
You’ve surely heard about students being left-brained or right-brained. And: you’ve probably heard that this belief is a myth. The folks over at Ted Ed have made a helpful video explaining the genesis of this belief, and the ways that
The school year is beginning, and so you’re certainly seeing many (MANY) articles about the debate over laptop notes vs. handwritten notes. If your research stream is anything like mine, most of the articles you see assert that handwriting is superior
The upcoming Learning and the Brain Conference (Boston, November) will focus on “Merging Minds and Technology.” Given that I blog so much about the importance of skepticism, it seems only appropriate to offer up at least some voices that are
Over at 3 Star Learning Experiences, Kirschner and Neelan are skeptical about research into academic motivation. In essence, they argue that defining motivation can be quite a trick, and measuring it even more so. If we struggle to define and