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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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ABOUT THE BLOG
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“We Can No Longer Ignore Evidence about Human Development”
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At times, choices might help motivate students. However, at other times, choices harm learning. When we distinguish between the two, we help our students. Continue reading
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Chapter 2 of Inventing Ourselves: The Secret Life of the Teenage Brain kicks off with…
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Ask a Simple Question, Get an Oversimplified Answer
Handwritten notes might help students who review them, but laptop notes seem to help those who don’t. In brief: even simple questions have complex answers. Continue reading
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Evaluating the Best Classroom Practices for Teaching Math
Analyzing TIMSS data, researchers draw tentative conclusions about math teaching: memorizing formulas & hearing lectures vs. applying math to “real life.” Continue reading