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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
- Understanding Test Anxiety on Test Anxiety: How and When Does It Harm Students?
- A Skeptic Converted? The Benefits of Narrative |Education & Teacher Conferences on Help Me Understand: Narrative Is Better than Exposition
- Debate #4- Cell phones be banned from the classroom. | Aradhana's blog – ECI830 on Cell Phones in the Classroom: Expected (and Unexpected) Effects
- The Rare Slam Dunk? Blue Light Before Bed |Education & Teacher Conferences on “Writing By Hand Fosters Neural Connections…”
- Andrew Watson on “You Can Find Research that Proves Anything”
ABOUT THE BLOG
Weather Forecasting and Cognitive Science
I live in Boston, and we just had an ENORMOUS snow storm. TWELVE INCHES of…
Constructivism, or Constructivism, Part II
Last week, I wrote about the often-testy debates that surround “constructivism.” One possible cause for…
Constructivism, or Constructivism? Part I
If you want to launch a feisty debate in your next faculty meeting, stand up…
Should Students Make Their Own Flashcards, Take II
A respected colleague recently posted a study about making flashcards. The basic question: should students…
The Jigsaw Advantage: Should Students Puzzle It Out?
The “jigsaw” method sounds really appealing, doesn’t it? Imagine that I’m teaching a complex topic: say,…
Putting It All Together: Connecting “Motivation” with “Teaching Style”
Researchers tend to focus on particular topics in education. Some folks study attention, while others look…
Overwhelmed Teachers: The Working-Memory Story (Part II) [Updated with Link]
Last week, I offered an unusual take on working memory in the classroom. Typically, I…
Overwhelmed Teachers: The Working-Memory Story
If I could pick one topic from cognitive science for ALL TEACHERS to study, that…
Reframing Motivation: Urgent vs. Interesting
You are walking through a museum after closing time, peering into room after room. You…
Help Me Understand: Narrative Is Better than Exposition
I’m straight-up asking for some guidance here. Here’s the story… “Psychologically Privileged” For many years…
