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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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- Tina on “Doing Science” or “Being a Scientist”: What Words Motivate Students?
- Anees Shah on Kid Confidence: Help Your Child Make Friends, Build Resilience, and Develop Real Self-Esteem by Eileen Kennedy-Moore
- Andrew Watson on The Neuroscience of Retrieval Practice
- Lauren Waldman on The Neuroscience of Retrieval Practice
- Andrew Watson on Does Teaching HANDWRITING Help Students READ?
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Beyond “Tricks-n-Tips”: What does Cog Sci Tell Us About Online Learning?
When it comes to online learning, don’t just “do this thing.” Instead, “think this way.” Continue reading
Beyond the Mouse: Pointing in Online Learning [Repost]
As teachers across the country prepare to move our work online, I’ve been looking over previous posts that might offer practical guidance. This post — from July of last year — asks a simple question: in online teaching, does pointing matter? Happily,
What Do Teachers Get Right About Cognitive Science?
A new report from Deans for Impact offers us valuable insight into teachers’ understanding — and misunderstanding — of cognitive science. Continue reading
Overcoming Potential Perils of Online Learning [Repost]
In June of 2019, I wrote about Dr. Rachael Blasiman’s research into the effect of typical distractions on online learning. Given the current health climate, I thought her work might be especially helpful right now. The key take-aways here: First: (unsurprisingly) distractions
Does Teaching HANDWRITING Help Students READ?
Should schools teach handwriting? Do handwriting lessons help students read? Research from Australia offers useful insights. Continue reading
The Big Six: A Grand Summary
You’d like a handy summary of cognitive science principles relevant to teaching? Read on… Continue reading
Cold Calling and Bad Pizza
Teachers get contradictory advice about “cold calling.” Well designed research might offer us clear guidance. Continue reading
Training in Effective Skepticism: Retraction Watch
You’re looking for a new source for effective skepticism. Look no further. Continue reading
Are “Retrieval Practice” and “Spacing” Equally Important? [Updated]
A recent study with college precalculus students helps us understand: is retrieval practice more important than spacing? Continue reading
How to Help Struggling Readers?
A surprisingly simple reading strategy produces remarkable benefits for struggling readers. Continue reading
