Dan Siegel

“Educating Anxious Brains”: Digging Deeper

Andrew Watson
by: Andrew Watson
Posted on: December 30, 2019

I wrote two weeks ago about our first 2020 education conference: Educating Anxious Brains, in San…

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Battles Worth Fighting: “What the Academy Taught Us”

Andrew Watson
by: Andrew Watson
Posted on: December 27, 2019

A recent book on changing school systems offers valuable advice to teachers interested in psychology and neuroscience research. Continue reading →

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How to Find Happiness

Andrew Watson
by: Andrew Watson
Posted on: December 24, 2019

At this time of year, we can easily get distracted by things. If I have…

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A Holiday Present for the Teacher/Skeptic (in Beta)

Andrew Watson
by: Andrew Watson
Posted on: December 22, 2019

A new website helps us confirm — or disconfirm — research findings that (perhaps) ought to guide our teaching. Continue reading →

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Understanding (False) Learning Styles Beliefs

Andrew Watson
by: Andrew Watson
Posted on: December 19, 2019

When people say they “believe in learning styles,” what exactly do they mean? Recent research helps answer that question…and thereby offers strategies for helping change their minds. Continue reading →

Dr. Nadine Burke Harris

Introducing Our 2020 Education Conferences

Andrew Watson
by: Andrew Watson
Posted on: December 17, 2019

The first of our 2020 education conferences will focus on Educating Anxious Brains. Scholars, teachers, and community leaders will describe the effects of stress and trauma, and share proven strategies for improving lives and school. Continue reading →

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Balancing Direct Instruction with Project-Based Pedagogies

Andrew Watson
by: Andrew Watson
Posted on: December 14, 2019

Tom Sherrington’s essay on direct instruction and project-based pedagogies is now available on his website. And: it prompts important questions about the novice/expert continuum. Continue reading →

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Dangerous Fluency: Performance Isn’t Always Learning

Andrew Watson
by: Andrew Watson
Posted on: December 12, 2019

Cognitive science research helps teachers understand learning better than our students do. We should be confident in offering wise counsel. For instance: based on research, should be ban technology from classrooms? Continue reading →

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A Hidden Strength of “Concreteness Fading”

Andrew Watson
by: Andrew Watson
Posted on: December 9, 2019

Upbeat, perky brand names for teaching methods distract from sensible conversations about their real merits. Continue reading →

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Concrete + Abstract = Math Learning

Andrew Watson
by: Andrew Watson
Posted on: December 7, 2019

Should math instruction focus on concrete examples (frog puppets and oranges) or abstract representations (numbers and equations)? This research suggests: a careful balance of both. Continue reading →