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ANDREW WATSON

How much should research inform teaching practice?

About this expert insight

There’s a huge breadth of research on how to teach in the “right way”, so naturally it can be overwhelming and confusing – particularly if it does not reflect your own classroom experience. Andrew discusses how teachers can filter through such research, reminding practitioners that research should inform rather than replace your own judgment, knowledge and teaching strategies. 

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MEET THE RESEARCHER

Andrew Watson

President and Founder, Translate the Brain

Andrew Watson began teaching in 1988, studying psychology and neuroscience in 2008, and combining those interests in 2012. Andrew now translates brain science for teachers, students, administrators and parents. His goal: use research in cognitive psychology and neuroscience to make learning easier and teaching more effective. Andrew has written 3 books: The Goldilocks Map, Learning Begins, and Learning Grows.


MEET THE RESEARCHER

Andrew Watson
President and Founder, Translate the Brain

Andrew Watson began teaching in 1988, studying psychology and neuroscience in 2008, and combining those interests in 2012. Andrew now translates brain science for teachers, students, administrators and parents. His goal: use research in cognitive psychology and neuroscience to make learning easier and teaching more effective. Andrew has written 3 books: The Goldilocks Map, Learning Begins, and Learning Grows.

IN CONVERSATION WITH

Bradley Busch

Psychologist at InnerDrive

Bradley is a chartered psychologist and director of InnerDrive. He is one of the leading experts on how schools and colleges can apply psychological research to improve learning and academic achievement. He is the co-author of The Science of Learning. His particular areas of interest in cognitive science are; retrieval practice, spacing, interleaving and motivation.

IN CONVERSATION WITH

Bradley Busch
Psychologist at InnerDrive

Bradley is a chartered psychologist and director of InnerDrive. He is one of the leading experts on how schools and colleges can apply psychological research to improve learning and academic achievement. He is the co-author of The Science of Learning. His particular areas of interest in cognitive science are; retrieval practice, spacing, interleaving and motivation.

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