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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
A Beacon in the Mindset Wilderness
For a few years now, I’ve been in the Mindset wilderness. Three years ago, I…
“Compared to What”: Is Retrieval Practice Really Better?
When teachers turn to brain research, we want to know: which way is better? Are handwritten…
Making “Learning Objectives” Explicit: A Skeptic Converted?
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Introducing “Interteaching” (Works Online Too!)
Have you heard of “interteaching” before? Me neither. The headlines for this blog sound like…
The Rise and Fall and Rise of Growth Mindset
Few theories in education have had a more dramatic story arc than Carol Dweck’s “Mindset.”…
Proxy Battles: The Value of Handshakes at the Door
Should teachers welcome students to the classroom with elaborate individual handshakes? Or — in these…
The 10-Minute Rule: Is The Lecture Dead?
The “10-minute rule” offers teachers practical guidance. It typically sounds something like this: If students…
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…
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…
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
