I'm excited to present at the ResearchED conf.! I admire the heck out of this organization! Please share this w/teachers in the Denver area! It's gonna be a great day of conversations about teaching/ learning! lnkd.in/gCFpU6yH @andrewwatsonttb.bsky.social #teachlearnsky #EDUsky #cogscisci

A new summary! This time it's the incredibly useful The Goldilocks Map by @andrewwatsonttb.bsky.social . A summary + one with a blank column for you to fill in! Again - please buy + read the book - it is an excellent roadmap for how to read the research. pdfs here: tinyurl.com/undzyyn

What an amazing opportunity to learn from @andrewwatsonttb.bsky.social

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

If you're interested in #Intrinsic_Motivation, I hope you'll join me at this amazing @researchED_US conference Saturday, March 29: researched.org.uk/event/resear... Honestly, I just feel lucky to be a part of this incredible team: I mean, check this out! drive.google.com/file/d/1gFy0...

A really useful & clearly argued case for more hard thinking in classrooms - along with convincing students such mental struggle is actually a good thing, by @andrewwatsonttb.bsky.social www.learningandthebrain.com/blog/the-ben...

It's becoming one of my top 'things I'd wish I'd known' Working memory ≠ short term memory Working memory = storage AND processing Inattention/distraction can be WM overload. Great book -complements @andrewwatsonttb.bsky.social''s excellent Learning Begins. Lots of useful ideas for the classroom.

Fantastic session with @andrewwatsonttb.bsky.social yesterday about presenting at a conference. SO useful in the run up to researchED @tombennett71.bsky.social ... thank you! Every talk needs a blueprint, and LOADS of ideas about that. Brilliant. #cogscisci

@rastokke.bsky.social @hollykorbey.bsky.social @benwilbrink.bsky.social @efratfurst.bsky.social @andrewwatsonttb.bsky.social

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...

An impartial review of the book "Difference Maker" from Learning & the Brain. Check it out⤵️ www.learningandthebrain.com/blog/differe... #EduSky #UKEd #SciTeachUK #iTeachBio #EduSci

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-...

If you're passionate about AI in education, leadership dialogue & teaching innovation, I'd love to connect! Whether you're a fellow educator, leader, or just curious about these intersections, let's find time to dialogue: https://calendar.app.google/Lm2faKFNpDvsnPPY8

🚨 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...

If you're interested in #attention and #WorkingMemory--and you're in Edmonton, Canada--I hope you'll join me at the AISCA conference on Feb 14: www.aisca.ab.ca/events/aisca... It was a GREAT group last year...and I'm looking forward to the conversation.

A recent TeacherTappUS question prompted a 'debate' about teachers putting smartphones in lockers... wish I'd had this excellent blog to hand... but here it is. We should model it because it can be really difficult to model. @andrewwatsonttb.bsky.social www.learningandthebrain.com/blog/a-smart...

March 15 - check out the speakers and get your ticket pronto👇🏻 www.haninge.se/skola-och-fo...

Andrew is a superlative presenter, and I don’t say that lightly. I’m certain this will be well worth your time!

I've signed up! Going to be super useful!

🚨 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...

Big discussion about finals at my school. Wish I'd had this to show people. The astonishment from my students that ALL exams are cumulative was, well, astonishing when I moved from UK to US Thanks @andrewwatsonttb.bsky.social #cogscisci #iteachphysics www.learningandthebrain.com/blog/the-gre...

I’m inspired a bit by @andrewwatsonttb.bsky.social’s writing on attention in Learning Begins. To wit, we might tell a student to “pay attention” w/o really understanding the sub-processes that involves. (Stay with me — I will make the connection. 😅) 2/7

Any takers to join @andrewwatsonttb.bsky.social and me for a read and discuss? Can’t manage a book club rn but articles I can do… (And I can send if paywalled) @mikehobbiss.bsky.social

Please join us on Saturday, March 29 for researchED NYC! Tickets will go on sale soon, but now is the time to apply to speak! If you are an evidence-informed educator or researcher, apply by December 15: forms.gle/yZhKNDqNxfNu... I'm happy to answer questions about the event!

@andrewwatsonttb.bsky.social writes about important stuff in a clear, accessible and entertaining way. Here he is on why students don't like thinking hard, and what we might do about it: www.learningandthebrain.com/blog/the-ben... #edusky #CogSciSci

Here’s a terrific duet of posts from @andrewwatsonttb.bsky.social, who bravely wades into the constructivism debate and — per usual — remains thoughtful in his take. (Bias: I have the same ultimate conclusion that he does, though Andrew is surely more well read here.)

Debates about "sage on stage" vs "guide on side" pedagogy rage hotly in education. Can we clarify the muddle with *clearer definitions*? And: research focusing on those clearer definitions? I explain the definitions here: www.learningandthebrain.com/blog/constru... 1/2

Well, this is exciting! @mikehobbiss.bsky.social and I are delighted to announce the forthcoming publication of our book - How to Teach Psychology: An evidence-informed approach Available for pre-order now! www.amazon.co.uk/dp/1915261953/

Atoms are binary. They are either intended to be hydrogen or helium. We can't just scrap this worldview just because of a handful of exceptions

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!

In this post, Matias does a great job of summarizing several recent talks (including mine) at reserachED in Denver. Check it out! www.linkedin.com/pulse/my-res...

One of the best reviews an educator-author can get! @hibitus-habitus.bsky.social — check it out! And everyone else, learn more at gramandgran.com!

I created this graphic for my students to discuss the importance of effective study strategies in addition to other factors such as pastoral support, attendance & effort. What else would you add? Sleep, exercise, nutrition, monitoring screen time, awareness of distractions ...

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-...

New feed alert!🪧 Tag your posts with #EruditePedagogy to join an open-minded scholary and exploratory discussion of teaching and learning. No dogmas, just living in the questions. Pin to your home if you're a pedagogy erudite! bsky.app/profile/cmoo...

10 days to go #edusky Still time to join a diverse group of middle leaders as we explore key aspects of the role.

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!

Should students highlight as they read? I've found a meta-analysis suggesting that benefits depend on a) who is doing the highlighting, and b) the age of the student. Some practical suggestions included: www.learningandthebrain.com/blog/getting...

Does it ever make sense to ask my students a question if I'm SURE they don't know the answer? Oddly, this strategy -- used sparingly and correctly -- might be an excellent idea. Check out this article on "pre-questions" www.learningandthebrain.com/blog/getting...

Everybody knows that "blue light before bed" interferes with sleep. The words "everybody knows" make me nervous. When I investigated, I found evidence on both sides of the claim... www.learningandthebrain.com/blog/the-rar...

You would like a school strategy that a) helps students who struggle b) costs no money and takes almost no time c) has been studied in many contexts (including England) and d) works? Try "values affirmation": www.learningandthebrain.com/blog/an-amaz... (Don't let the squishy name put you off.)

Cog-sci research can be FANTASTICALLY useful for teachers. But, research conclusions are not always "right" in our contexts. How do we balance openness with skepticism? Perhaps we can think of "research-informed guidance" like a weather forecast... www.learningandthebrain.com/blog/weather...

A recent study got A LOT of attention for showing that writing by hand fosters **memory and learning**. One small problem: the researchers DID NOT MEASURE how much participants remembered or learned. I am not making this up: www.learningandthebrain.com/blog/writing...

This looks great #rED24

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!