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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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Does Media Multitasking Really Interfere with Student Thinking?
To many teachers, it just seems obvious: all that screen times MUST be bad for…
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Avoiding Extremes: Common Sense in the Middle
Teachers feel passionate about our work. As a result, we can advocate exuberantly — occasionally…
The Limits of Retrieval Practice: A Helpful Case Study
Here on the blog, I write A LOT about the benefits of “retrieval practice.” (For…
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Life Without Memory: Your Hippocampus and You
Who are you without your memory? In neurobiological lingo: who are you without your hippocampus?…
Environmental Consequences of Ed Tech
Neil Selwin argues, dramatically, that “EdTech is Killing Us All.” His point is not that…
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Can Quiet Cognitive Breaks Help You Learn?
A 10-minute cognitive break improves our memory for story details. If this research pans out, it might be immensely helpful in the classroom. Watch this space… Continue reading
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T/F: Timed Tests Cause Math Anxiety?
Questions about math and anxiety have been on the uptick recently. Over at Filling the…
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How to Stop Cheating: An Awkward Debate
Despite promising early research, current findings suggest that “moral reminders” don’t prevent cheating. Alas: the “replication crisis” continues… Continue reading
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Using and Misusing Averages: The Benefits of Music?
The “10 Minute Rule” tells us that people can’t pay attention to something for longer…
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Live Theater Boosts Student Knowledge and Tolerance
Question: What’s the most potentially misleading kind of research? Answer: Research that supports a position…