November 22 2019 - November 24 2019 ● The Westin Copley Place, Boston, MA
February 14 2020 - February 16 2020 ● The Fairmont Hotel, San Francisco, CA
May 1 2020 - May 3 2020 ● The Sheraton NY Times Square Hotel, New York, NY
June 24-28, 2019 ● Boston, MA
July 8-12, 2019 ● Boston, MA
July 8-11, 2019 ● Cambridge, MA
July 8-12, 2019 ● Santa Barbara, CA
July 8-12, 2019 ● Santa Barbara, CA
July 15-19, 2019 ● Boston, MA
July 15-19, 2019 ● Santa Barbara, CA
July 15-19, 2019 ● Santa Barbara, CA
July 22-26, 2019 ● Boston, MA
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 suggests worked examples as a working-memory friendly alternative to project-based learning–which can all to often overwhelm students’ cognitive resources.
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 is the author of "Learning Begins: The Science of Working Memory and Attention for the Classroom Teacher."
