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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
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ABOUT THE BLOG
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The 10-Minute Rule: Is The Lecture Dead?
The “10-minute rule” offers teachers practical guidance. It typically sounds something like this: If students…
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To Grade or Not to Grade: Should Retrieval Practice Quizzes...
We’ve seen enough research on retrieval practice to know: it rocks. When students simply review…
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What (and Why) Should Students Memorize? Confidence and Fluency for...
In our profession, memorization has gotten a bad name. The word conjures up alarming images: Dickensian…
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Prior Knowledge: Building the Right Floor [Updated]
Researchers can demonstrate that some core knowledge is essential for students to start learning about a topic. Teachers can use that guidance to improve learning for all students. Continue reading
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Assembling the Big Classroom Picture
The last 20 years have brought about powerful new ways to think about teaching and…
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“Kids These Days!”: A (Partial) Defense of Ignorance and Distractibility
You’ve seen the videos. An earnest reporter wielding a microphone accosts a college student and…
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When Evidence Conflicts with Teachers’ Experience
Here’s an interesting question: do students — on average — benefit when they repeat a grade?…
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“Soft” vs. “Hard” Skills: Which Create a Stronger Foundation?
As teachers, should we focus on our students’ understanding of course content, or on our…
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I’m Not Excited, YOU’RE Excited (OK: I’m Excited)
I’ve been going to Learning and the Brain conferences since 2008, so it takes a…