-
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."
Tags
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
- Replication Studies: Validating Previous Findings in 2024-2025 - Editverse on Messy Science: How to Prepare Students for the Real World...
- What is a “Growth Mindset”? | Tech, Enterprising Architecture, and Related Topics on The Rise and Fall and Rise of Growth Mindset
- Phenomenological Studies: Exploring Lived Experiences in 2024-2025 on Why We Forget and How to Remember Better by Dr....
- Demystifying the concept of deep work – Gyfted on The Distracted Mind: Ancient Brains in a High-Tech World by...
- The Jigsaw Advantage: Should Students Puzzle It Out? [Repost] |Education & Teacher Conferences on Getting Bossy about Jigsaws; “Don’t Fence Us In”
ABOUT THE BLOG
![1/22/09
Los Angeles, CA
USC
Rossier School of Education
Mary Helen Immordino-Yang
Photo Credit: © Steve Cohn
© 2009 Steve Cohn Photography
(310) 277-2054
www.stevecohnphotography.com](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/10/Mary-Helen-Immordino-Yang-768x769.jpg)
Meet the Keynotes: Mary Helen Immordino-Yang
If you’re as excited for our November conference as I am, you might want to…
![AdobeStock_244335178_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/10/AdobeStock_244335178_Credit-768x257.jpg)
“If I Want My Students to Learn Math, Should I...
We all agree, I suspect, that students should learn math. And reading. They should learn…
![Neil Lewis 3](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/09/Neil-Lewis-3.jpg)
How Psychologists and Teachers Can Talk about Research Most Wisely
Dr. Neil Lewis thinks a lot about science communication: in fact, his appointment at Cornell is…
![Warman LP](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/09/Warman-LP-768x576.jpg)
“Before You Change Your Teaching, Change Your Thinking”
When I attended my first Learning and the Brain conference, more than a decade ago,…
![AdobeStock_328201206_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/09/AdobeStock_328201206_Credit-768x257.jpg)
“Successive Relearning”: 1 + 1 = +10%
We know that “retrieval practice” helps students learn. We know that “spacing” does too. What happens when we combine those techniques? Continue reading
![AdobeStock_258411728_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/09/AdobeStock_258411728_Credit-768x512.jpg)
The Benefits of “Testing” Depend on the DEFINITION of “Testing.”...
Should we test our students or not? Researchers can answer that question only by defining “test” very precisely. Happily, we’ve got research on one kind of PRE-test that just might help students learn and understand. Continue reading
![AdobeStock_79333704_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/08/AdobeStock_79333704_Credit-768x453.jpg)
Can We Improve Our Students’ Executive Function? Will That Help...
New research suggests that the right kind of Executive Function training just might help struggling readers. Continue reading
![outdoor learning advantage](https://www.learningandthebrain.com/blog/wp-content/uploads/2018/02/AdobeStock_84421734_Credit-768x512.jpg)
The Best Length of Time for a Class [Repost]
Quite consistently, this post has been among the most searched for and most popular on…
![AdobeStock_176381909_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/08/AdobeStock_176381909_Credit-768x513.jpg)
Laptop Notes or Handwritten Notes? Even the New York Times...
Which helps students learn more: handwritten notes, or laptop notes? The best-known research on the subject might surprise you… Continue reading
![AdobeStock_75977513_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/07/AdobeStock_75977513_Credit-768x498.jpg)
Growing Mindsets in Argentina? [Repost]
A study with 12th graders in Argentina highlights an important message about Growth Mindset: doing one thing once is unlikely to have much of an effect. Continue reading