-
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’s Book– Learning Begins: The Science of Working Memory and Attention for the Classroom Teacher–will be available in March of 2017.
Capture Intergalactic Criminals; Feel the Mental Burn
I’ve posted a good bit recently about the dangers of working memory overload. (For instance: here and here.) Teachers can understand the dangers of WM overload. However, we rarely experience WM overload in school. Because we’re in charge of the lesson,
Putting Research to Work in the Classroom: Success?
Some study habits have been shown to work in psychology labs. Do they work in college classrooms? A recent study shows that “retrieval practice” clearly helps students learn. The findings on “the spacing effect” are harder to interpret… Continue reading
A Hidden Adolescent Struggle: Identifying Complex Emotions
Recent research offers a helpful insight into adolescent emotion processing. Children and adults are relatively good at distinguishing among their emotions. They can say “I’m feeling angry, but not sad.” Adolescents, however, have a harder time sorting out their feelings. For them, negative emotions all churn together. Continue reading
The Best Way to Take Notes: More Feisty Debate
When teachers contemplate asking students to take longhand notes, we should think about the level of desirable difficulty this strategy creates. We should also beware the working memory challenges inherent in note-taking, especially on complex material. Continue reading
The Great Homework Debate: Working Memory Disadvantage?
New research into working memory might give teachers fresh perspective in the great homework debate. Well-designed homework might make new words and concepts easier to learn, because the right kind of practice can reduce differences between high- and low-working-memory students. Continue reading
Pro Tips: How To Think Like A Cognitive Scientist
A short, “intensive” college course might seem like a good idea. However, essential cognitive science principles suggest that students will learn less in them. Researchers consistently show that it’s better to spread learning out over time, and that easy learning doesn’t last. Continue reading
Is Dopamine For Motivation or Learning?
Neuroscientists talk a lot about neurotransmitters. These chemicals move from one neuron to another at synapses, and in this way help brain cells communicate with each other. We’ve got several dozen different kinds of neurotransmitters. Some you never hear about. When
The Neuroscience of Intelligence: “Slim” Neural Networks
Although “more” often seems better, brains can benefit from “less.” Recent research suggests that higher levels of intelligence result from more efficient networks. These slim neural networks result in better processing. Continue reading
No Grades? Doug Lemov Just Isn’t Having It…
Although many experts argue that schools should have no grades, Doug Lemov strongly disagrees. His claim that the end of grades would preclude meritocracy has prompted a lively debate. Continue reading
Should Mothers Help Children With Homework?
According to a new study in Finland, a mother’s homework help might reduce her child’s feelings of autonomy and competence. For this reason, even well-intentioned help might reduce a child’s motivation–at least in 2nd and 3rd grades. Continue reading