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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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Two New Ways of Thinking About Memory
In our classroom work, we teachers focus on learning; in their research, psychologists and neuroscientists often…
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Gratitude in School, 2020 Edition
Here’s a pre-Thanksgiving question: How much good news can you pack into one psychology study?…
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Parachutes Don’t Help (Important Asterisk)
A surprising research finding to start your week: parachutes don’t reduce injury or death. How…
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The Source of Student Motivation: Deeper than We Know?
Usually I blog about specific research findings that inform education. Today — to mix things…
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“But How Do We Know If It Works in the...
We’ve heard so much about retrieval practice in the last two years that it seems…
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“Sooner or Later”: What’s the Best Timing for Feedback?
Given the importance of feedback for learning, it seems obvious teachers should have well-established routines…
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Have I Been Spectacularly Wrong for Years? New Research on...
Long-timer readers know my weakness. I’m usually an easy-going guy. But if you want to…
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Meet the Keynotes: Stuart Shanker
What’s the difference between self-control and self-regulation? Dr. Stuart Shanker has written and thought about…
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Meet the Keynotes: Chloé Valdary
“The Theory of Enchantment is a social-emotional learning program that teaches individuals how to develop…
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“Rich” or “Bland”: Which Diagrams Helps Students Learn Deeply?
Colorful diagrams might raise students’ interest. What do those diagrams do for their learning? Continue reading