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ABOUT THE AUTHOR
Andrew Watson
Andrew began his classroom life as a high-school English teacher in 1988, and has been working in or near schools ever since. In 2008, Andrew began exploring the practical application of psychology and neuroscience in his classroom. In 2011, he earned his M. Ed. from the “Mind, Brain, Education” program at Harvard University. As President of “Translate the Brain,” Andrew now works with teachers, students, administrators, and parents to make learning easier and teaching more effective. He has presented at schools and workshops across the country; he also serves as an adviser to several organizations, including “The People’s Science.” Andrew is the author of "Learning Begins: The Science of Working Memory and Attention for the Classroom Teacher."
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ADHD adolescence attention book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding education elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math methodology middle school mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Andrew Watson on “You Can Find Research that Proves Anything”
- Cynthia Johnson on “You Can Find Research that Proves Anything”
- Regina on Can students “catch” attention? Introducing “Attention Contagion”
- I Am a Doctrinaire Extremist; S/he Is a Thoughtful Moderate |Education & Teacher Conferences on Which Is Better: “Desirable Difficulty” or “Productive Struggle”?
- "Writing By Hand Fosters Neural Connections..." |Education & Teacher Conferences on Handwritten Notes or Laptop Notes: A Skeptic Converted?
ABOUT THE BLOG
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The Rare Slam Dunk? Blue Light Before Bed
I spend A LOT of time on this blog debunking “research-based” certainties. No, handwriting isn’t…
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When Experience Contradicts Research: The Problem with Certainty
A friend recently told me about his classroom experience using mindfulness to promote thoughtful and…
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Should Students Annotate Their Texts? A Research Perspective
A few years ago, I visited an English Department meeting at a well-known high school….
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Summer Plans: How Best to Use the Next Few Weeks
The summer stretches before you like a beach of relaxing joy. With a guilty-pleasure novel…
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The Best Ways to Use ‘One-Pagers’
In recent years, our field has seen a great increase in ‘one-pagers’: handy summaries of…
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Piece-by-Piece PowerPoint: Exploring the “Dynamic Drawing Principle”
The plan for this blog post: First: I’ll describe a particular teaching practice — one…
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Research Advice That’s New + Useful: Improve Learning by Reappraising...
Research benefits teachers if it gives us new, useful ideas. We can feel relief and…
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Change My Mind, Please!
When was the last time you changed your mind about something important? Perhaps you rethought…
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Getting Bossy about Jigsaws; “Don’t Fence Us In”
Back in February, I wrote about the “Jigsaw method” of teaching. In this strategy, teachers…
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Updating the Great Cold-Call Debate: Does Gender Matter?
Edu-Twitter predictably cycles through a number of debates; in recent weeks, the Great Cold-Call Debate…