Katharine Beals and Catherine Johnson
Twitter: @KatharineBeals/ @smarterparrot
Session
Catherine Johnson and Katharine Beals discuss new findings in cognitive science re implicit learning, and demonstrate how these principles can be used to teach language to autistic and L2 students. “Information-integration” learning has always been important inside the classroom, but in this era of remote learning, understanding what it is and how to use it is more important than ever.
About Our Presenters
Katharine Beals teaches at the Drexel University School of Education and the University of Pennsylvania Graduate School of Education. She specializes in topics relating to the education of autistic children and non-native English speakers, focusing on issues of language and literacy. Her articles have appeared on The Atlantic.com, Education Next and Education News. She is the author of Raising a Left-Brain Child in a Right-Brain World: Strategies for Helping Bright, Quirky, Socially Awkward to Thrive at Home, and the designer of the SentenceWeaver software program, an interactive English language curriculum.
Catherine Johnson, Ph.D., is the co-author, with John Ratey, of Shadow Syndromes and, with Temple Grandin, of Animals in Translation and Animals Make Us Human, both New York Times best sellers. She has written for numerous publications including Scientific American Mind. Catherine teaches composition at Mercy College in Dobbs Ferry, and was trained in precision teaching and curriculum design at Morningside Academy’s Summer School Institute, and in the Hochman Method at The Windward School in White Plains, New York. Last year she was part of a successful drive, with SEIU, to organize adjunct faculty at Mercy and is now a member of the bargaining committee negotiating Mercy Faculty Forward’s first contract.
Supplementary Resources
Deferred Feedback Sharply Dissociates Implicit and Explicit Category: Smith, Boomer, et al
researchED US 2020 Virtual Conference 
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