The Science of Long-Term Memory with Andrew Watson - Translate The Brain

When teachers say, “We want our students to learn,” researchers hear, “we want
students to form new long-term memories.” What can brain research tell teachers
about that process? What specific classroom strategies does their evidence
support? By focusing on the research behind three essential cognitive functions -
encoding, consolidation, and retrieval - teachers can make thoughtful decisions
about the structure of lesson plans, syllabi, and homework. We can also help
students overcome their prior misconceptions to ensure that accurate knowledge
replaces erroneous beliefs. Combining research with experience, this lively and
humorous talk offers practical guidance and classroom examples.
Learning Objectives: After this workshop, teachers will be able to…
 Understand and describe the several stages of long-term memory formation
 Promote “desirable difficulties” to enhance consolidation
 Overcome students’ prior misconceptions.
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