Learning & the Brain
@learningandtheb
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Learning & the Brain® connects educators to the latest in the science of learning.
New Canaan, CT
Joined February 2011
Check out this updated model of the "Simple Model of Teaching":.* initially crafted by @DTWillingham .* redrafted by @olicav, .* annotated here by @PepsMccrea, @Josh_CPD, and @ollie_lovell . Our blogger always says: "don't just DO THIS THING, instead, THINK THIS WAY." This model
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If you'd like a GREAT book on how to teach reading, our guest reviewer Kim Lockhart has an enthusiastic recommendation:.
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This week-long Institute will introduce educators to the modern Science of Learning, and bridge the longstanding gap between theory and practice that has eluded researchers and practitioners. Join @JCHorvath in Santa Barbara this summer!.
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Here's a painful question: Why do effective teacher programs change TEACHING without improving LEARNING?. @tguskey explores this important topic:.
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How do we adapt #psychology research when we apply it in the classroom?. @DrRowlandson offers wise thoughts:.
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RT @AndrewWatsonTTB: Do captions/subtitles help students learn?. Because captions are EVERYWHERE, I thought it would be fun to look for res….
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What can neuroscience tell us about teaching #reading?. Join John Gabrieli & Joanna Christodoulou (@Joanna22c) in Boston to consider: .* diagnosis .* prognosis .* early identification of dyslexia risk.* potential benefits of specific interventions.
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This #working_memory guide, highlighted by @AlexJQuigley, offers both a conceptual overview and practical classroom insights. Any easy and helpful read:.
@cbokhove A very useful aspect of talking about ‘working memory’ is that you can then share useful research & practical insights, such as the teacher-facing work from Gathercole & Alloway, or this ace practical guide combining teachers with researchers:
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Our blogger spends most of his time writing about research in cognitive science. For a change, he thought he'd write about good conference presentations. Here's hoping his suggestions come in handy!.
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Instead of saying "any questions?" @DanielPink suggests this strategy:. He's not (necessarily) talking about teaching, but it's still an excellent approach.
Asking “Any questions?” is the fastest to silence a room. Here’s what to ask instead 🧵. (learned this from Ozan Varol)
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You've read about Barak Rosenshine's "principles of instruction." Have you heard about his discussion of "knowledge structures"?. @AlexJQuigley hopes you will:.
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Teachers really want to know: . * How does #attention work? .* How do students develop meaningful and useful #long_term_memories?. This lively and practical summer seminar, led by @AndrewWatsonTTB, offers research-based insight and LOTS of practice!.
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We've got research into SO MANY specific topics: #working_memory and #attention and #pedagogy and so forth. How do we put them all together?. Ben Cooper (@WAGOLLTeaching) has a model for you!.
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You'd like a video about the worst possible ways to study?. @SChewPsych has got you covered:. h/t @rastokke
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Join @judywillis and Malana Willis for our week-long summer institute on "Neuroscience for Optimal Learning.". Examine student engagement, emotional self-management, durable understanding, top-down executive functions, and creative thinking.
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Despite the popularity of #active_learning, @SChewPsych isn't having it:. "Active learning is a mostly meaningless educational buzzword.". In brief: the phrase is so broad and squishy as to have almost no usefulness in psychology research. Chew proposes other, better ways to
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The best news of the day?. @dylanwiliam has just made the text to "Assessment for Learning: Why, what and how" open access. Grab it while you can!.
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