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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
Making “Learning Objectives” Explicit: A Skeptic Converted? [Reposted]
Teachers have long gotten guidance that we should make our learning objectives explicit to our…
“Once Upon a Time”: Do Stories Help Learning?
When Daniel Willingham wrote Why Don’t Students Like School, he accomplished a mini-miracle: he made abstract…
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Does Online Learning Work? Framing the Debate to Come…
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I recently read a striking Twitter claim from a well-known teacher: chewing gum helps memory…
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Once you say it out loud, it’s so obvious: Teachers benefit from learning about psychology…
