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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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- John Daniel on Obsessed with Working Memory: Resources
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- Marlene E Natale on Not All of Us Work Effectively in a “Memory Palace”
- Andrew Watson on Cell Phones in the Classroom: Expected (and Unexpected) Effects
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Obsessed with Working Memory: Resources
To complete our summer-long series exploring working memory, this post includes lots of handy resources to help you explore and discover more. Continue reading
Teens Who Recognize Their Emotions Manage Stress Better. We Can Help (Maybe).
New research identifies a potential source for depression in teenagers. We might be able to help… Continue reading
Obsessed with Working Memory: SOLUTIONS!
Once we anticipate and recognize working memory problems in our classrooms, teachers have many (MANY) flexible strategies to solve those problems. Continue reading
Good Dog! Goodbye, Dog…
The New York Times is reporting the death of Chaser, a dog who changed the way we think about canine cognition. We used to think that dogs could learn a handful of words, especially if they got treats afterwards. Chaser
When Parents Teach Reading, Do They Also Promote Math Skills?
New research from England gives parents insight into the relationship between learning to read and learning to count. Continue reading
The Mindset Controversy: Carol Dweck Speaks…
Carol Dweck has responded to recent concerns about her Mindset theory. Her answers offer helpful guidance to classroom teachers. Continue reading
Obsessed with Working Memory: Identifying Overload
Because working memory overload interferes with learning, teachers should be experts at spotting WM problems. Here’s how to do just that. Continue reading
Naps In Schools (Just Might) Improve Classroom Learning
I like a good nap. I’m not sure there’s such a thing as a bad nap. But for this blog we must ask: can naps benefit learning? We’ve written often about the importance of a good night’s sleep for learning.
Does Banning Classroom Technology Improve Engagement? Learning?
A study looking a technology ban in a classroom yielded puzzling results, and insightful recommendations. Continue reading
Critical Thoughts on Teaching Critical Thinking
We can teach critical thinking within disciplines — especially when students master information, and practice core skills. Can we teach more general critical thinking skills? Continue reading
