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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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Nope: Brain Training Doesn’t Work, Volume 262…
A recent study reveal — AGAIN –that “brain training” doesn’t work. Students can learn new things. But we can train their working memory or IQ in some abstract, artificial way. Continue reading
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Fresh News on your Laptop Ban
In a college lecture course, divided attention caused by technology distractions didn’t harm student learning in the short term. But, on the final exam, it hurt both those who used the technology and those around them. With research like this, we can help students use technology more responsibly. Continue reading
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Helping Today’s Students Have More Open Minds
People who demonstrate “intellectual humility” are quicker to admit that they might be wrong, and that others who disagree with them might be right. Early research suggests that promoting a growth mindset can help students develop intellectual humility, and learn from those with whom they disagree. Continue reading
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Do Stress, Age, or Stereotypes Harm Your Working Memory?
We write a lot about working memory here on the blog, and so I was…
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Why Do Piano Lessons Improve Language Skills?
Why do music lessons help with language skills? A recent study from China suggests that piano lessons don’t improve children’s IQ or working memory, but do improve their ability to distinguish among consonants. The more we know about the relationship between music and language, the better guidance we can give families. Continue reading
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Problems in Science Communication, Part II: Too Little Skepticism
I spoke at this month’s Signs Summit in Chicago about problems in science communication. Here is…
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Can a Quick Bicycle Ride Help You Learn Better?
Can exercise improve memory? That fascinating question has inspired a lot of research. The answer…
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Your Brain Headlines of the Week
Every week generates lots of interesting research in brain-world. These headlines most grabbed my attention:
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Problems in Science Communication, Part I: Too Much Skepticism
When teachers question guidance offered by outside research experts, we might be faulted for “too much skepticism.” Yet expertise is more useful and meaningful when provided by insiders. Effective science communication depends on researchers who know schools and classrooms through day-to-day experience. Continue reading
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Don’t Miss This Handy Compilation of Research Summaries
Over at Teacherhead, Tom Sherrington has gathered more than a dozen summaries of teaching research….