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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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- Scott on The Source of Student Motivation: Deeper than We Know?
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Two New Ways of Thinking About Memory
In our classroom work, we teachers focus on learning; in their research, psychologists and neuroscientists often focus on memory. We have, in other words, different frameworks for talking about the same topic. When I find one review article that provides TWO fresh ways
Gratitude in School, 2020 Edition
Here’s a pre-Thanksgiving question: How much good news can you pack into one psychology study? Lots of psychology research focuses on human difficulties: Why is it hard to learn and develop? Why do people struggle to connect? What happens when
Parachutes Don’t Help (Important Asterisk)
A surprising research finding to start your week: parachutes don’t reduce injury or death. How do we know? Researchers asked participants to jump from planes (or helicopters), and then measured their injuries once they got to the ground. (To be
The Source of Student Motivation: Deeper than We Know?
Usually I blog about specific research findings that inform education. Today — to mix things up — I thought it would be helpful to talk about an under-discussed theory pertinent to education. This theory helps us at least two ways:
“But How Do We Know If It Works in the Classroom?”: The Latest on Retrieval Practice
We’ve heard so much about retrieval practice in the last two years that it seems like we’ve ALWAYS known about its merits. But no: this research pool hasn’t been widely known among teachers until recently. We can thank Agarwal and
“Sooner or Later”: What’s the Best Timing for Feedback?
Given the importance of feedback for learning, it seems obvious teachers should have well-established routines around its timing. In an optimal world, would we give feedback right away? 24 hours later? As late as possible? Which option promotes learning? In
Have I Been Spectacularly Wrong for Years? New Research on Handwriting and Learning
Long-timer readers know my weakness. I’m usually an easy-going guy. But if you want to see me frantic with frustration, tell me about the superiority of handwriting for taking notes. Here’s the story. Back in 2014, two Princeton researchers did
Meet the Keynotes: Stuart Shanker
What’s the difference between self-control and self-regulation? Dr. Stuart Shanker has written and thought about this topic for years. Here’s his two-minute answer. To dig more deeply into this topic, come meet Dr. Shanker at our online fall conference. You
Meet the Keynotes: Chloé Valdary
“The Theory of Enchantment is a social-emotional learning program that teaches individuals how to develop character, develop tools for resiliency…but more importantly, to learn how to love oneself.” Intrigued? Meet Chloé Valdary in this TedTalk, at at our conference, November 7-8.
“Rich” or “Bland”: Which Diagrams Helps Students Learn Deeply?
Colorful diagrams might raise students’ interest. What do those diagrams do for their learning? Continue reading
