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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 autism book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding elementary school embodied cognition emotion evolution exercise experts and novices gender high school homework intelligence long-term memory math methodology middle school mind-wandering mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Goals, Failure, and Emotions: a Conceptual Framework |Education & Teacher Conferences on “Learning from Mistakes” vs. “Learning from Explanations”
- From Destruction to Rebuilding: Hope in Science’s Down Cycle on When Analogies Go Wrong: The Benefits of Stress?
- Dual Coding: Boosting Learning Through Words and Images – White Dragon of East County on Visual & Verbal: Welcome to “Dual Coding”
- "All People Learn the Same Way": Exploring a Debate |Education & Teacher Conferences on The Goldilocks Map by Andrew Watson
- URL on Difference Maker: Enacting Systems Theory in Biology Teaching, by Christian...
ABOUT THE BLOG
The Potential Benefits of Doodling and Chatting
This post will cover two topics simultaneously. First, I’m going to describe recent research into…
Have I Been Spectacularly Wrong for Years? Part 1
Over the years, I’ve used this blog to make several persistent arguments. One of those…
Is Teaching Golf Like Teaching Algebra?
My work in this field starts with a simple logical argument: A: Learning happens in…
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Sometimes teachers hear about research that SUPPORTS our current beliefs and teaching practice. Honestly, that…
Read This Post with Your Right Brain First…
My Twitter feed is suddenly awash with one of those “how does your brain?” work…
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Beware the Experts: The Danger of Popular Science Writing
Here’s a little expert advice on nutrition: Michael Phelps — the most decorated Olympic athelete…
Think, Pair, Share: Does It Help? If Yes, Why?
On some days, I find myself drawn to esoteric research studies. A few months ago,…
Cultural Field Trips: Do They Really Enhance SEL?
Here at Learning and the Brain, we like research-informed teaching suggestions. At the same time,…
Should We Teach Math and English the Same Way?
Because we teachers are a busy lot, we sometimes want simplicity and clarity: “I’m honestly…
