How to Find Happiness

Andrew Watson
by: Andrew Watson
Posted on: December 24, 2019

At this time of year, we can easily get distracted by things. If I have the right stuff — not the John Glenn kind of “right stuff,” but the right objects — then I’ll feel better about my life and

A Holiday Present for the Teacher/Skeptic (in Beta)

Andrew Watson
by: Andrew Watson
Posted on: December 22, 2019

A new website helps us confirm — or disconfirm — research findings that (perhaps) ought to guide our teaching. Continue reading →

Understanding (False) Learning Styles Beliefs

Andrew Watson
by: Andrew Watson
Posted on: December 19, 2019

When people say they “believe in learning styles,” what exactly do they mean? Recent research helps answer that question…and thereby offers strategies for helping change their minds. Continue reading →

Introducing Our 2020 Education Conferences

Andrew Watson
by: Andrew Watson
Posted on: December 17, 2019

The first of our 2020 education conferences will focus on Educating Anxious Brains. Scholars, teachers, and community leaders will describe the effects of stress and trauma, and share proven strategies for improving lives and school. Continue reading →

Balancing Direct Instruction with Project-Based Pedagogies

Andrew Watson
by: Andrew Watson
Posted on: December 14, 2019

Tom Sherrington’s essay on direct instruction and project-based pedagogies is now available on his website. And: it prompts important questions about the novice/expert continuum. Continue reading →

Dangerous Fluency: Performance Isn’t Always Learning

Andrew Watson
by: Andrew Watson
Posted on: December 12, 2019

Cognitive science research helps teachers understand learning better than our students do. We should be confident in offering wise counsel. For instance: based on research, should be ban technology from classrooms? Continue reading →

A Hidden Strength of “Concreteness Fading”

Andrew Watson
by: Andrew Watson
Posted on: December 9, 2019

Upbeat, perky brand names for teaching methods distract from sensible conversations about their real merits. Continue reading →

Concrete + Abstract = Math Learning

Andrew Watson
by: Andrew Watson
Posted on: December 7, 2019

Should math instruction focus on concrete examples (frog puppets and oranges) or abstract representations (numbers and equations)? This research suggests: a careful balance of both. Continue reading →

When Good Classroom Assignments Go Bad

Andrew Watson
by: Andrew Watson
Posted on: December 4, 2019

Classroom assignments often sound like great ideas, until they crash into working memory limitations. Happily, we’ve got the strategies to solve this kind of problem. Continue reading →

Can Multiple-Choice Tests Really Help Students?

Andrew Watson
by: Andrew Watson
Posted on: December 2, 2019

Surprise: a well-designed multiple choice question might in fact help students. Why? Because it requires extra retrieval practice to sort out all the answers. Continue reading →