Hello friends!

You're keen to spend a week this summer studying memory, attention, and learning? I've got just the workshop for you...

We'll be in Boston this July for our 7th summer; I hope you'll join us.

Reach out if you have any questions.

Cheers

You want to improve your conference presentation skills?

You've got time (but not much) to sign up for tomorrow's webinar.

We'll talk about strategies & perspectives that provide both structure & freedom, so you can be wisely you.

Please join us!

www.eventbrite.com/e/so-youre-g...

Too often, I fear, adults blame students for the distractions we create. Cell phones, I'm looking at you.

At the Learning and the Brain conference in San Fran (2/20-22), I'll argue we should rethink that blame.

www.learningandthebrain.com//conference-...

🚨 Save the Date 🚨 Feb 8 🚨

If you have ever wanted to speak at a teaching/learning conference, or

Been accepted to speak, but didn't know how to create a talk, or

Wanted to improve your presentation game,

I've got practical and creative ideas:

www.eventbrite.com/e/so-youre-g...

🚨 Save the Date 🚨

If you've ever wanted to speak at a conference, but
* weren't sure how to create a talk,
* lacked confidence in structuring & presenting,
* had questions about a speaker's perspective

Join me online on Feb 8.

www.eventbrite.com/e/so-youre-g...

A) I got to teach *The Mezzanine* in an English course—SO absorbing
B) *Et tu, Babe* by Mark Leyner

I learned SO MUCH at last week's Learning and the Brain conference in Boston. Professor George Bonanno's talk reframing #trauma was especially informative.

And, I was happy to talk about #intrinsic motivation with so many curious, thoughtful, and supportive people.

May the conversations continue!

Research shows that #retrievalpractice is straight-up awesome.

This meta-analysis suggests ways to fine-tune our RP strategies. (E.g.: feedback helps but isn't necssary; "brain dumps" are probably not very effective.)

www.learningandthebrain.com/blog/getting...

Last year I got to attend #researchED outside Stockholm -- what an amazing group of people!

This year, I'll be presenting on #workingmemory, & on strategies to evaluate "research-based" teaching suggestions.

I hope to see many of you there!

researched.org.uk/event/resear...

What's the best way to make #flashcards? Should students make their own?

If I'm reading the research right, the answer is: "they should make them *with our specific guidance*."

The details merit attention:

www.learningandthebrain.com/blog/should-...

When we ask teachers to make changes because "the research says so," that's a BIG ASK.

I think we're often right to offer research-based suggestions.

But we should start with humility as we do so.

More here:
www.learningandthebrain.com/blog/the-dan...

You've heard about #intrinsic-motivation, and you have some questions?
Join me for "Rethinking Intrinsic Motivation" at the Learning and the Brain conference in Boston:
www.learningandthebrain.com//conference-...
(Preview: "self-determination theory" is only the beginning...)

If you're interested in Thinking and Learning (and working memory), I hope you'll join me at researchED in Denver next week.

www.dmns.org/learn/teache...

So many splendid speakers!

You've heard that "research says you should do THIS in the classroom."

But: does reasearch really say that? How can you be confident you're getting good advice?

How can teachers evaluate "research-based" claims?

I'll be talking about this important question at #rED24 -- I hope you'll join me!

Caveat:

No doub mind wandering provides benefits in other circumstances. But *during class*, not so much.

So: the work we're doing to focus students' #attention on the topic at hand -- we should keep at it. And more!

2/2

b) the meta-analysis that jigsaw proponents cite most enthusiastically is published in a language I can't read.

Not gonna lie: I'm not going to get bossy based on research I can't read.

The cold-calling debate rages hotly in schools.

I found this recent study from Germany a helpful look at the importance of VERY SPECIFIC DETAILS in making cold-calling work (or not):

www.learningandthebrain.com/blog/the-col...