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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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- April Cunningham on The Brain and Emotional Intelligence by Daniel Goleman
- Andrew Watson on Can Quiet Cognitive Breaks Help You Learn?
- Gayle Sollfrank on Can Quiet Cognitive Breaks Help You Learn?
- Cody Fitzpatrick on When Introverts Act Like Extraverts (and Vice Versa)
- Andrew Watson on Study Advice for Students: Getting the Specifics Just Right
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Blog Roll
Does Music Training Help Us Pay Attention?
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
Getting the Timing Right: Critical Thinking Online
Spacing practice out helps students learn all sorts of things. Can it help them learn to be critical thinkers online? Continue reading
Can a Neuromyth Result in a Truce?
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
Welcome to Boston! (Almost)
I’m looking forward to putting names to faces at our Boston conference! Continue reading
Fostering Curiosity in the Classroom: “What Percentage of Animals are Insects?”
When we ask students to predict the answers to questions, we make them more curious about those answers. Continue reading
Tea and Macbeth: Autobiographical vs. Semantic Memory
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
Inquiry- and Problem-Based Pedagogy: Dramatic Results in South America (?)
This study conclusively shows that good teaching is more effective than bad teaching. Continue reading
Today’s Neuro-Nonsense: Reading Brainwaves in the Classroom
Live EEGs in the classroom just don’t work this way. Continue reading
Getting Research to Work in Schools
Some schools hire “research leads” to encourage research-based teaching in their schools. Does this approach work? Can it? Continue reading
Prior Knowledge: Building the Right Floor
Researchers can demonstrate that some core knowledge is essential for students to start learning about a topic. Teachers can use that guidance to improve learning for all students. Continue reading
