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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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The Best (Counter-intuitive) Sleep Advice You’ll Get This Year
How to fall asleep faster? According to this research, take 5 minutes a write a to-do list for the upcoming days. This technique offloads stress, and promotes faster sleep onset. Continue reading
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Studying Wrong Answers Helps Learn the Right Ones
With teaching as with baking, sometimes you should follow steps in a very particular order….
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How Can We Encourage Girls to Pursue STEM Disciplines?
When we see alarming statistics about gender disparities in STEM disciplines, we quite naturally wonder…
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Can We Boost Our Students’ Self-Control?
You have, no doubt, heard about this research before. Walter Mischel tested preschoolers on self-control….
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A Handy Summary of Memory Definitions, for Teachers and Students
Here‘s a quick summary of information about memory: sensory memory, working memory, long-term memory, and…
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Does Music Promote Students’ Creativity?
Music played during a creative task distracts students…but, music played before the task might increase creativity. Continue reading
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Taking Notes with Graphic Organizers
Researchers office us concrete advice on the best form for handwritten notes: outlines vs. graphic organizers; incomplete vs. complete. Continue reading
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Do Collaborative Projects Reduce or Increase Working Memory Stress?
Should teachers ask students to work on projects in teams? This question generates a great…
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Praising Researchers, Despite Our Disagreements
This blog often critiques the hype around “brain training.” Whether Lumosity or Tom Brady‘s “brain…
Can Teachers Be Trusted to Evaluate Research?
Too often, teachers hear that our judgment about classroom applications of scientific research isn’t to be trusted. And yet, teacher judgment is essential when applying research in the classroom. Given that psychology research affects classroom practice only when teachers use it, why put down the teachers who are essential partners in this process? Our field should focus not on competition, but on respectful collaboration. Continue reading