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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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Does MOVEMENT Help LEARNING?
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“Students Switch Their Screens Every 19 Seconds.” Sort Of…
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Does Online Learning Work? Framing the Debate to Come…
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To start 2021 in the right spirit, let’s think about humor in the classroom. It…
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James Flynn Changed the Way We Think about Intelligence
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December Book-a-Palooza
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Possible Selves in STEM: Helping Students See Themselves as Scientists
Why don’t more students sign up for STEM classes, and enter STEM careers? Could we…