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
…a baloney detection kit. Enjoy. (Here are some napkins.)
Here’s the statement from the Journal of Clinical Sleep Medicine: During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school
L&tB bloggers frequently write about working memory — and with good reason. This cognitive capacity, which allows students to reorganize and combine pieces information into some new conceptual structure, is vital to all academic learning. And: we don’t have very much
Greg Ashman is enthusiastic about research, and yet skeptical about innovation. Ashman’s argument resonates with me in large measure because it helps explain the power of Mind, Brain, Education as an approach to teaching. Of course, MBE does offer its own
It has long been true that men are diagnosed with dyslexia more often than women. This article (rather technical, by the way) offers one potential explanation: processing speed. What is processing speed? It’s an unusually straightforward concept in psychology. Imagine
You have heard before, and will doubtless hear again, that students don’t need to memorize facts because everything we know is available on the interwebs. Mirjam Neelen and Paul A. Kirschner explain all the ways in which this claim is
Brain research can be thrilling; it can be useful; it can be confusing. This article is–frankly–depressing. Over ten years, from 2005 to 2015, the authors find that the number concussions has more than doubled–even though the sports participation rate has
Dr. Savo Heleta, a scholar at Nelson Mandela Metropolitan University, argues that scholars should devote more of their work to communicating with readers outside of the university. Heleta explains that, to his dismay, professors have few incentives to write for
This New York Times article offers a handy overview of research into the importance of movement for learning. However, before you read it, you have to stand up and move around for three minutes. (By the way, if you’re interested
This article summarizes the current debate — call it a “controversy” — about brain training. (The authors prefer the phrase “cognitive training.”) The authors conclude that intelligence can be increased, but … so far … only in controlled lab settings.