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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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Sharing the Learning and the Brain Experience with Colleagues
A handy new document helps teachers understand and apply cognitive science in the classroom. Continue reading
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“The” Effect of “Exercise” on “the Brain”
A month ago, I wrote about a Twitter feud focusing on exercise during learning. When…
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Welcome to San Francisco!
We can’t wait to see you at our conference this weekend: Educating Anxious Brains. Various…
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Interested in Action Research? Try This Instead
We don’t do a lot of cross posting here at Learning and the Brain. I…
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How Does Self-Control Really Work? Introducing a Debate
You’d like to know how researchers think about self-control, but don’t know where to begin? Begin here… Continue reading
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A Fresh Approach to Evaluating Working Memory Training
A new method for evaluating working memory training raises an intriguing possibility: despite all our skepticism, might that training work after all? Continue reading
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Where Should Students Study?
My teachers told me to study in the library. What does today’s research say? Continue reading
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Today’s Humble Pie: 206 Bones
I was wrong. Somewhere, teachers really do write down long lists of words to be copied. Trust me: that’s not what “direct instruction means.” At all. Continue reading
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Is it Better to be a “Natural” or a “Striver”?
Research with musicians suggests that — although we say we prefer hard work — our value judgments end up rewarding perceived talent. Continue reading
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“How We Learn”: Wise Teaching Guidance from a Really Brainy...
How We Learn, by Stanislas Dehaene, offers a rich and fascinating look at human brains, their ways of learning, and the best ways to teach them. Continue reading