Two New Ways of Thinking About Memory

Andrew Watson
by: Andrew Watson
Posted on: December 1, 2020

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

Andrew Watson
by: Andrew Watson
Posted on: November 24, 2020

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)

Andrew Watson
by: Andrew Watson
Posted on: November 17, 2020

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?

Andrew Watson
by: Andrew Watson
Posted on: November 10, 2020

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

Andrew Watson
by: Andrew Watson
Posted on: November 3, 2020

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?

Andrew Watson
by: Andrew Watson
Posted on: October 27, 2020

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

The Power of Discord: Why the Ups and Downs of Relationships are the Secret to Building Intimacy, Resilience, and Trust by Ed Tronick and Claudia Gold

Rebecca Gotlieb
by: Rebecca Gotlieb
Posted on: October 21, 2020

The famous, well-replicated “still-face experiment” involves an infant and parent seated facing each other. After a few minutes of play, the parent becomes completely unresponsive and shows a blank face. The infant tries an increasingly dramatic array of tricks to

Have I Been Spectacularly Wrong for Years? New Research on Handwriting and Learning

Andrew Watson
by: Andrew Watson
Posted on: October 20, 2020

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

Andrew Watson
by: Andrew Watson
Posted on: October 17, 2020

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

Andrew Watson
by: Andrew Watson
Posted on: October 15, 2020

“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.