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When Good Classroom Assignments Go Bad

Andrew Watson
by: Andrew Watson
Posted on: December 4, 2019

Classroom assignments often sound like great ideas, until they crash into working memory limitations. Happily, we’ve got the strategies to solve this kind of problem. Continue reading →

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Can Multiple-Choice Tests Really Help Students?

Andrew Watson
by: Andrew Watson
Posted on: December 2, 2019

Surprise: a well-designed multiple choice question might in fact help students. Why? Because it requires extra retrieval practice to sort out all the answers. Continue reading →

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Aware: The Science and Practice of Presence–The Groundbreaking Meditation Practice...

Rebecca Gotlieb
by: Rebecca Gotlieb
Posted on: November 26, 2019

Aware: The Science and Practice of Presence guides readers through a meditative practice based on…

More about Macbeth and Memory

Andrew Watson
by: Andrew Watson
Posted on: November 25, 2019

Earlier this month, I wrote about the distinction between autobiographical memory and semantic memory. Both…

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Does Music Training Help Us Pay Attention?

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

We can’t improve our students working memory. But, recent research from Chile suggests that music training might benefit one part of our attention system. Continue reading →

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Getting the Timing Right: Critical Thinking Online

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

Spacing practice out helps students learn all sorts of things. Can it help them learn to be critical thinkers online? Continue reading →

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Can a Neuromyth Result in a Truce?

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

Tom Sherrington wants to call a truce between PBL advocates and those championing direct instruction. In a recent essay, he presents the terms of the cease fire. Continue reading →

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Welcome to Boston! (Almost)

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

I’m looking forward to putting names to faces at our Boston conference! Continue reading →

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Fostering Curiosity in the Classroom: “What Percentage of Animals are...

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

When we ask students to predict the answers to questions, we make them more curious about those answers. Continue reading →

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Tea and Macbeth: Autobiographical vs. Semantic Memory

Andrew Watson
by: Andrew Watson
Posted on: November 6, 2019

Dramatic classroom events are memorable, but they’re the wrong kind of memorable if we want students to learn the underlying concepts. Clare Sealy explains why. Continue reading →