Do I Have Your Attention? Understanding Memory Constraints and Maximizing Learning

Do I Have Your Attention? explores memory processing, how students learn, and offers practical guidance to help teachers tailor their instruction to be the most efficient and effective for learning.

Drawing on evidence from cognitive science, Part I offers an easy-to-understand explanation of the process of memory and highlights certain barriers that hinder students? ability to learn. Part II introduces over a century of research into two widely applicable learning strategies and, drawing on the author?s extensive teaching experience, demonstrates a plethora of classroom applications that maximize learning while working within the known constraints of human memory.

Part of The InnerDrive Teacher CPD Academy series that offers a deep dive into the key areas that matter to teachers, this is essential reading for all teachers and school leaders who want evidence-based strategies which focus on impact in the classroom in sustainable and meaningful ways. 

"Memory is often discussed by scientists in a way that turns a fascinating subject into dry prose. However, Harvard brings these ideas to life, continually returning to the question: Do I have your attention? He explores different forms of memory, the power of sensing, attending, and rehearsing, and identifies various chokepoints, such as the pitfalls of multitasking. He also reveals how students often fail to choose the most effective study methods. The most exciting part comes with his discussion on maximizing learning, where he details numerous effective techniques, providing practical advice and examples, all rooted in his teaching experiences. A powerful, beautifully written overview of what really matters to develop student learning." 

- John Hattie, Emeritus Laureate Professor, and author of the Visible Learning series

"Human cognition is complex. Applying our knowledge of human cognition to instructional procedures is more complex. Explaining it in an intelligible fashion is herculean. Blake Harvard has brilliantly accomplished this explanatory task. I recommend this book to all engaged in the teaching profession." 

- John Sweller, Emeritus Professor of Educational Psychology, and Father of Cognitive Load Theory 

"Brimming with classroom-ready techniques grounded in cognitive research, every educator will find multiple ideas in this marvelous little volume that will improve their practice and deepen their insights into their students." 

- Daniel T. Willingham, Professor of Psychology, and author of Why Don?t Students Like School?

"I am pretty picky when it comes to teacher books purporting to represent cognitive science. In this book, Blake Harvard leaps above the pack of books on this topic and comes out as among the best books I've encountered. I've long desired a book-length treatment of Dr. Stephen Chew's "pitfalls and chokepoints" diagram, and that's just what Blake has provided here. As a teacher and a thinker, I can't recommend the book, or Blake's blog, enough." 

- Dave Stuart Jr., author of The Will to Learn: How to Cultivate Student Motivation without Losing Our Own

"Over the last few years, a revolution has been taking place in classrooms, where the science behind learning, motivation, focus and memory has crept into the classroom, displacing the mysticism and superstition that previously dominated. But this hasn?t happened by accident ? it takes the hard work of thoughtful, practical people who understand the need to translate theory into practice, and research into reality. One of the best voices who practise this bilingualism is Blake Harvard, one of a new wave of authors who have made evidence-informed education something that hard-working teachers and leaders can understand, and crucially, implement. This book is a superb addition to the modern canon of research-informed education, and I wish every teacher was familiar with its pages."

- Tom Bennett, founder of researchED

"As educators, we?re always searching for ways to improve our students? learning experience, but the science behind how attention works is often overlooked in traditional teacher training. Do I Have Your Attention fills this crucial gap, offering an insightful, research-informed approach that?s both accessible and immediately applicable. This book is a game-changer for teachers who want to better understand how attention shapes the learning process. It distills cutting-edge research in cognitive science and presents it in a way that is directly relevant to day-to-day classroom practice.  As a teacher, I found myself experiencing one ?ah-ha!? moment after another ? realizations that not only deepened my understanding of how attention functions but also gave me immediate tools to improve student engagement and learning outcomes. This is the kind of knowledge every teacher deserves access to ? scientifically grounded, easily digestible, and immediately useful. If you want to elevate your practice and make a lasting impact on your students? ability to focus and learn, this book is an absolute must-read."

- Dr. Sarah Oberle, Educator & Learning Researcher

"Information taught does not necessarily mean information learned. In order for our students to truly learn, to remember, organize and use what was taught, we need to look to the robust research that provides the map. Harvard takes us on the journey, illustrating the pitfalls and choke points, and gives us directions to maximize learning.

Blake Harvard is masterful in teaching us about concepts of working memory, long-term memory, extraneous load, attention contagion, and forgetting in a manner that elevates the grasp of our own powers as instructors. He identifies problems and provides solutions backed by years of investigative studies. Importantly, '?over a century of research into learning indicates the two learning strategies that seem to provide the most positive effects?are retrieval practice and spaced practice.' Blake gives us a variety of evidence-informed strategies, rich with retrieval and spaced practice, that could easily be incorporated in classrooms full of students of various ages and disciplines.

Thank you, Blake Harvard, for getting my attention."

- Patrice M. Bain, Ed. S., author of Powerful Classrooms: Evidence-informed Strategies and Resources

"Blake Harvard?s Do I Have Your Attention? is a triumph of clarity, practicality and insight for every teacher who?s ever grappled with the mysteries of memory and learning. Harvard masterfully distills complex cognitive research into digestible, actionable strategies that will leave teachers empowered to transform their classrooms.

What sets this book apart is Harvard?s voice?a relatable blend of teacher authenticity and research-driven authority. He doesn?t just theorise; he speaks from the trenches, offering vivid classroom examples and addressing the real-world challenges teachers face daily. The SAR method and his candid exploration of choke points and pitfalls in learning are absolute game-changers.

This isn?t just a book; it?s a toolkit for educators who care deeply about their students? long-term success. Whether you?re a seasoned leader or a fresh-faced teacher, Do I Have Your Attention? will not only open your eyes to the importance of the science of learning, but also equip you to make a lasting impact in your classroom."

- Dr. Haili Hughes, Principal Lecturer in Mentoring and Professional Development, University of Sunderland

"This book is not merely an exploration of theory; it is a masterfully crafted guide that bridges the gap between scientific insights and their practical application in the classroom. Blake Harvard demystifies complex concepts?such as the constraints of working memory, the efficacy of retrieval practice, and the pivotal role of spaced repetition?offering a wealth of actionable strategies that educators can implement immediately to transform their instruction. Do I Have Your Attention? is not only a handbook for improving educational outcomes but also a clarion call to teachers, school leaders, and policymakers to design instruction that is consistent with the cognitive architecture of the human mind." 

- Dr Carl Hendrick, Academica University of Applied Sciences