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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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Beyond the Mouse: Pointing in Online Learning [Repost]
As teachers across the country prepare to move our work online, I’ve been looking over…
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What Do Teachers Get Right About Cognitive Science?
A new report from Deans for Impact offers us valuable insight into teachers’ understanding — and misunderstanding — of cognitive science. Continue reading
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Overcoming Potential Perils of Online Learning [Repost]
In June of 2019, I wrote about Dr. Rachael Blasiman’s research into the effect of…
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Does Teaching HANDWRITING Help Students READ?
Should schools teach handwriting? Do handwriting lessons help students read? Research from Australia offers useful insights. Continue reading
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The Big Six: A Grand Summary
You’d like a handy summary of cognitive science principles relevant to teaching? Read on… Continue reading
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Cold Calling and Bad Pizza
Teachers get contradictory advice about “cold calling.” Well designed research might offer us clear guidance. Continue reading
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Training in Effective Skepticism: Retraction Watch
You’re looking for a new source for effective skepticism. Look no further. Continue reading
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Are “Retrieval Practice” and “Spacing” Equally Important? [Updated]
A recent study with college precalculus students helps us understand: is retrieval practice more important than spacing? Continue reading
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How to Help Struggling Readers?
A surprisingly simple reading strategy produces remarkable benefits for struggling readers. Continue reading
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Revisiting Our San Francisco Conference
I had planned to write a post describing our most recent conference, last weekend in…