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
Over at the Cultural Cognition Project, Dan Kahan has offered a fascinating post about the relationship between political beliefs and trust in science. As we all know, party affiliation strongly aligns with beliefs about human causation of climate change. Whereas — according
Debates about the meaning and value of IQ have long raged; doubtless, they will continue to do so. This article, by a scholar steeped in the field, argues that — even for those who see real benefit in focusing on
You’d like to understand probability and statistics more richly? Perhaps you’d like to visualize some of the more abstract concepts? Here’s a website that will make your day. The landing page alone is worth the click…
Here’s a helpful TedEd video on the neuroscience of physical practice. I quibble with some of the details, but think the overall description — and suggestions — are sound.
The invaluable Daniel Willingham briefly reviews the literature, and concludes that — for the time being — students understand more when they read on paper than when they use e-readers. Willingham acknowledges that his review isn’t comprehensive. However, he’s recently written
According to new research, a key difference might be the choice of opponent. Whereas men typically prefer to compete against others, women often choose to compete against themselves. (As always: be careful about oversimplifcation of gender roles. I myself am much likelier to
Here’s the magic question: how can teachers help motivate students? After all, most of our students don’t lack the cognitive capacity to learn the material; instead, all too often, they lack the desire to do so. Frankly, those of us
If you’re a Learning and the Brain devotee, you may have heard about p-values; you may even have heard about the “p-value crisis” in the social sciences — especially psychology. This white paper by Fredrik deBoer explains the problem, offers some
Following up on Rina Deshpande’s post looking at the benefits of cognitive routines, here’s a fun article about the upsides — and downsides — of creative changes to our daily habits. In brief: it seems that Dave Birss broke his
Now that you’ve been to LaTB, we’d love to hear your story. What did you learn? What did you try? How did it go? If you’d like to share your experience, please send me an email with: Who you are