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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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ABOUT THE BLOG
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Working Memory: Make it Bigger, or Use it Better?
Cognitive science has LOTS of good news for teachers. Can we help students remember ideas…
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Learning How to Learn: Do Video Games Help?
Long-time readers know: I like research that surprises me. If a study confirms a belief…
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People have surprising passions. Some friends regularly announce that the Oxford comma is a hill…
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Perspectives on Critical Thinking: Can We Teach It? How Do...
Imagine the following scenario: A school principal gathers wise cognitive scientists to ask a straightforward…
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Do Classroom Decorations Distract Students? A Story in 4 Parts…
Teacher training programs often encourage us to brighten our classrooms with lively, colorful, personal, and…
Does Higher Engagement Promote Learning?
Long-time readers know: I thoroughly enjoy research that challenges my beliefs. After all, I (probably)…
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The Downsides of Desirable Difficulties
For several years now, we’ve been talking about the benefits of “desirable difficulties.” For instance,…
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Too Good to be True: When Research and Values Collide
Let’s start with some quick opinions: Flipped classrooms… … can transform education and foster students’…
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New Research: Unrestricted Movement Promotes (Some Kinds of) Creativity
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