-
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
![AdobeStock_54607665_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_54607665_Credit-768x512.jpg)
Getting Research to Work in Schools
Some schools hire “research leads” to encourage research-based teaching in their schools. Does this approach work? Can it? Continue reading
![AdobeStock_227486358_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_227486358_Credit-768x473.jpg)
Prior Knowledge: Building the Right Floor
Researchers can demonstrate that some core knowledge is essential for students to start learning about a topic. Teachers can use that guidance to improve learning for all students. Continue reading
![AdobeStock_84473058_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_84473058_Credit-768x512.jpg)
Faster Learners Remember Better (Perhaps)
Adults who learned word pairs faster also remembered them better the following day. How does this research apply to schools? For lots of reasons, we just don’t yet know… Continue reading
![AdobeStock_27935967_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_27935967_Credit-768x1156.jpg)
Motivation = “Self-Determination” + Common Sense
Common sense tells us that teachers should offer clear goals and specific feedback. Research supports that guidance, with an important caveat. Continue reading
![AdobeStock_68124142_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_68124142_Credit-768x484.jpg)
What if a Research-Supported Educational Idea is Unconstitutional?
A religious studies professor argues that required mindfulness programs in schools create constitutional problems. She also offers solutions. Continue reading
![AdobeStock_214043144_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_214043144_Credit-768x512.jpg)
When Introverts Act Like Extraverts (and Vice Versa)
Surprising new findings suggest that introverts can act like extraverts — and that they get some important benefits from doing so. This finding asks us to rethink powerful arguments about schools and personality types. Continue reading
![AdobeStock_208464596_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_208464596_Credit-768x512.jpg)
Advice: It Is Better to Give than Receive
Students benefit not only from receiving advice, but also from giving it. This low cost strategy can build confidence and promote learning. Continue reading
![AdobeStock_254378815_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_254378815_Credit-768x512.jpg)
What Students Want to Know about Brains and Learning, Part...
High school students have questions. We have (some) answers. Continue reading
![AdobeStock_292609243_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_292609243_Credit-768x512.jpg)
Study Advice for Students: Getting the Specifics Just Right
To get the best benefits from “retrieval practice,” teachers can try this strategy to reassure and motivate nervous students. Continue reading
![AdobeStock_288962150_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/10/AdobeStock_288962150_Credit-768x192.jpg)
What Students Want to Know about Brains and Learning
What do students want to know about brains and learning? Good news: they’ve got insightful questions, and researchers have good answers. Continue reading