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
Articles about learning styles theory–including my own–typically focus on debunking the theory. This article, over at The Learning Scientists, takes a different approach: it chooses specific parts of learning styles theory, and shows how each small part derives from another–more
Over at Psychology Today, Nate Kornell speculates about the potential memory benefits of taking beautiful notes. (Kornell is a thorough and thoughtful research, who studied with Robert Bjork, so I always look forward to his posts.) Enjoy!
How should we manage working memory limitations in the classroom? Furtheredogogy has a handy post about Cognitive Load Theory, which is basically a fancy way of saying “taking care of our students’ working memory capacity.” Notice, btw, that the author
Over at The Anova, Freddie deBoer has a knack for writing about statistical questions and making them not just readable but interesting. Case in point: he recently explored the New York Times feature about school choice. Although careful to praise the
Oxytocin is often described as the “love hormone.” Apparently lots of oxtyocin is swirling around when mothers interact with their babies, and so its role in maternal affection is much trumpeted. You may well hear people say that, in schools,
Loyal blog readers know that Austin Matte is our local expert on Head Start. To follow up on his recent article, I want to highlight study published in Child Development. Studying records of nearly 3000 students, the authors find that attendance
Exciting news: my book was published at the beginning of April. (I’m resisting the temptation to put in an exclamation point.) Learning Begins explores the science of working memory and attention, and offers practical strategies for putting this research to work in our
Should 9th graders start music classes–even if they’ve never played an instrument before? Are there academic benefits to studying music? Is 9th grade too late a start to get those benefits? Should my school’s STEM program become a STEAM program? A
The Study A just-published study asks about the effect of schooling on the brain. (A chatty, readable summary by one of the authors can be found here.) More specifically, it looks at a young child’s ability to self-regulate: a skill
In recent weeks, this blog has written about the dangerous assumption that students can just get all their information from The Google, and the implication that they therefore don’t need to know much factual knowledge. (Those posts are here and