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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
Obsessed with Working Memory [Reposted]
I’m on vacation for the month of August, and so we’ll be reposting some of…
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Deliberate Practice Doesn’t Align with Schooling (Well: Not Precisely)
Anders Ericsson’s model of “deliberate practice” offers wise guidance in creating expertise. But, it might not apply to the work that teachers do in schools every day… Continue reading
Retrieval Practice is GREAT. Can We Make It Better?
Retrieval practice and common sense add up to a winning combination. Which means: they help students remember more. Continue reading
Executive Function Isn’t What You Think It Is (Maybe)
As a soccer coach, I want my students to get better at soccer. As an English…
What’s Better than Attention? Attention + LEARNING!
We know that exercise breaks help young students pay attention. Do those breaks help older students pay attention, AND LEARN? Continue reading
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What’s the Ideal Size for Online Discussion Groups?
We’re all learning lots about online teaching these days: new software (Zoom), new vocabulary (“asynchronous”),…
“How to Study Less and Learn More”: Explaining Learning Strategies...
Because cognitive science gives us such good guidance about learning, we want to share that…
What’s Better Than Caffeine (And Doesn’t Require Electrodes)?
Is there an easy way to help students use their working memory more effectively? Do we have to zap their brains with electricity to accomplish this goal? Continue reading
The Limits of “Desirable Difficulties”: Catching Up with Sans Forgetica
Can a hard-to-read font improve student learning? That’s a very strange question, but in 2019 we had some reasons to think the answer was “yes.” Just published research updates our understanding. Continue reading
“Doing Science” or “Being a Scientist”: What Words Motivate Students?
If teachers could boost students’ motivation — even slightly — by changing our language, would that effort be worth the time? Continue reading
