-
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
![DK Bridges](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/05/DK-Bridges.png)
Unbearable Irony: When Dunning-Kruger Bites Back…
People who don’t know much about a topic typically overestimate their expertise. We call this the Dunning-Kruger Effect. So: what happens when someone who doesn’t know much about the Dunning-Kruger Effect tries to explain it? Brace yourself for an excess of irony. Continue reading
![AdobeStock_281059233_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/05/AdobeStock_281059233_Credit-768x512.jpg)
Music and Memory: A Learning Strategy?
We know that sleep is good for learning. Is there anything we can do to make it EXTRA good? Perhaps, used strategically, music might hold the key. Continue reading
![AdobeStock_292206703_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/05/AdobeStock_292206703_Credit-768x512.jpg)
How Do Children Explain Academic Success? (And: How Do We...
All students think EFFORT is important for success. Do all students — even younger students — think that SKILL matters? Recent research explores this question. Continue reading
![AdobeStock_164114575](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/04/AdobeStock_164114575-768x512.jpg)
“Seductive Details”: When Do Cool Stories and Videos Interfere with...
When teachers include cool stories and funny videos in our lessons, does that ultimately help our students learn? A recent meta-analysis crunches the numbers. Continue reading
![AdobeStock_334665163_CRedit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/04/AdobeStock_334665163_CRedit-768x512.jpg)
Beyond Retrieval Practice: The Benefits of Student-Generated Questions
Is it better to have students ANSWER questions or to ASK question? Recent research from Germany provides a helpfully specific way to think about study strategies. Continue reading
![AdobeStock_89371077_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/09/AdobeStock_89371077_Credit-768x512.jpg)
An Exciting Event In Mindfulness Research [Repost]
I’ve been reviewing old posts, looking for information that might be particularly helpful in today’s…
![Kurt Fischer](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/04/Kurt-Fischer-768x512.jpg)
Dr. Kurt Fischer: A Tribute
Professor Kurt Fischer changed my professional life. If you’re reading this blog, odds are good…
![AdobeStock_112206187_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/03/AdobeStock_112206187_Credit-768x512.jpg)
Pure Inquiry, Guided Inquiry, and PISA
A recent study looking at PISA data gives a fresh perspective on the Inquiry Learning debate. Continue reading
![AdobeStock_204130760_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/03/AdobeStock_204130760_Credit-768x432.jpg)
The Neuroscience of Retrieval Practice
We know THAT retrieval practice helps students learn. It would be really cool to know what difference it makes in the brain. Well, we’re starting to learn… Continue reading
![AdobeStock_329027032_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/03/AdobeStock_329027032_Credit-768x512.jpg)
Beyond “Tricks-n-Tips”: What does Cog Sci Tell Us About Online...
When it comes to online learning, don’t just “do this thing.” Instead, “think this way.” Continue reading