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Sorting Hats, Myers-Briggs, and the Perils of False Classification

Andrew Watson
by: Andrew Watson
Posted on: May 21, 2019

The Hidden Brain podcast on the dangers of false sorting reminds teachers about the dangers of Learning Styles Theory. Continue reading →

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Not All of Us Work Effectively in a “Memory Palace”

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

Students with lower visuospatial aptitude don’t benefit much from “memory palaces.” This research finding leads to important classroom strategies…and to bigger questions as well. Continue reading →

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The Best Teaching Book to Read This Summer: Powerful Teaching

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

Powerful Teaching, by Agarwal and Bain, combines research and practical classroom strategies. The result: an ideal book for teachers who want to improve our practice. Continue reading →

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Learning How to Learn: How to Succeed in School Without...

Rebecca Gotlieb
by: Rebecca Gotlieb
Posted on: May 15, 2019

Barbara Oakley, Terrence Sejnowski, and Alistair McConville have authored a students’ guide to learning. The book,…

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Pointing Out Online Mistakes Like a “Jerk”: More Misuses of...

Andrew Watson
by: Andrew Watson
Posted on: May 13, 2019

Despite the click-bait headlines, research doesn’t show much of anything surprising or consequential about people who correct your grammar online. Continue reading →

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Today’s Unpopular Research Finding: Potential Perils of Mindfulness

Andrew Watson
by: Andrew Watson
Posted on: May 11, 2019

New research suggests that mindfulness may lead to “particularly unpleasant” experiences for many practitioners. This research is in early stages, but we should consider its implications in school mindfulness programs. Continue reading →

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Right Brained Language Learning (And Other Reasons to Ignore Brain...

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

Recent research shows that right-hemisphere brain activity predicts successful language learning. For that reason (and many others), we shouldn’t think about “right-brain” or “left-brain” mental functions. Continue reading →

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Visual & Verbal: Welcome to “Dual Coding”

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

By “dual coding” — that is, by presenting information both verbally and visually — we can reduce our students working memory load. And: we can help them learn. Continue reading →

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Early Signs of Autism: “Joint Attention”

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

This video, by Simon Baron-Cohen, explains the importance of “joint attention” in early diagnosis of autism. Continue reading →

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A Rose by Any Other Name Would Smell as Confusing

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

All too often, psychology discussions use confusing — or worse, deliberately cheerful — terminology. Teachers should seek out direct and neutral terms to simplify and clarify our discussions. Continue reading →