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Bright Kids Who Couldn’t Care Less by Ellen Braaten
Erik Jahner, PhD
Erik Jahner, PhD

bright kidsIn Bright Kids Who Couldn’t Care Less: How to Rekindle Your Child’s Motivation, Ellen Braaten delivers a valuable resource for parents facing the challenges of raising a child who embodies what a creative parent aptly termed a “malaizy” child – a fusion of malaise and laziness. However, the book extends beyond this concept, offering a guide to connecting with oneself as a parent and with one’s child. It presents an easy-to-read and practical approach to parenting, skillfully integrating theory without overwhelming the reader. Through authentic examples, the author engages readers in understanding the dynamics of parent-child relationships, providing valuable insights into how to engage their child with the world around them and navigate the evolving landscape of parenting when their child lacks motivation as expected.

Crucially, while it may initially seem that the book caters solely to parents of young children, it offers a significant benefit by tailoring advice to various age brackets, ranging from five-year-olds to young adults in college. This inclusivity ensures that parents can find relevant insights and guidance not only for their current parenting challenges but also for those that may arise in the future.

The book weaves authentic stories of parents and their children into its narrative, exemplifying and fostering curiosity and creativity in the reader’s own experience. This approach not only captivates the reader but also compels them to apply the book’s contents to their own parenting journey.

The initial part of the book lays the foundation by exploring the concept of motivation and introducing key terms and basic theory. While the book does touch on theory, it does so lightly, ensuring that readers are not overwhelmed by technicalities. It sets the stage for a deeper dive into the factors that influence a child’s motivation – aptitude, pleasure, and practice. In recognizing that every child can experience a loss of motivation, the book emphasizes the importance of considering three essential factors: aptitude (natural talent), pleasure (the joy derived from their interests), and practice (repeated efforts to enhance skills). While these three elements interconnect, they each contribute a distinct aspect to the overall picture.

The subsequent part of the book delves further into these factors within the context of societal expectations and a child’s unique personality. It encourages parents to understand and adapt their parenting style to better align with their child’s motivation. The focus then shifts to goal-setting, with the book highlighting that happiness is a byproduct of pursuing meaningful objectives. It reinforces the idea that goals should not be seen as static endpoints, but rather as dynamic journeys filled with opportunities for growth and evolution. Additionally, the book offers guidance on addressing contemporary challenges such as managing sleep schedules, navigating social media, and accommodating learning differences.

However, there are moments when situations fall outside the realm of basic advice, requiring a more detailed exploration. In these instances, the author addresses concerns about a child’s motivation that extend beyond a simple “don’t care” attitude, providing valuable guidance for parents.

Throughout the book, the author consistently emphasizes the importance of seeking additional information and encouraging a shift in both the parent’s and their child’s perspectives on the world. Understanding one’s child and oneself is depicted as the cornerstone of effective parenting. The book seeks to empower parents, offering them ample reasons for optimism and embarking on an intriguing journey of nurturing and motivating their children. Indeed, this book reframes the notion of parenting an unmotivated child as an adventure rather than a burden.

Each chapter concludes with a practical plan of action, outlining what to think about, what to talk about, and what steps to take. This approach underscores the author’s recognition that parents not only desire theoretical knowledge but also seek practical tools to foster meaningful conversations with their children. It also addresses the often-overlooked aspect of parenting, which involves reframing one’s thinking about parenting. The author’s approach revolves around understanding both oneself and one’s child, working collaboratively with the child to help them make the most of their learning and life journey.

The book equips parents with practical tools, including diagrams and surveys, to facilitate a deeper understanding of both their child and themselves as parents. This self-awareness stands as a crucial component of the book’s message, emphasizing that it’s not solely about engaging with one’s child but also about comprehending one’s unique role as a parent. The author further highlights the need for parents to explore beyond the book’s pages, providing a valuable list of resources at the end. These resources guide readers toward additional insights and direction for their ongoing parenting journey.

In summary, Bright Kids Who Couldn’t Care Less is a must-read for parents seeking a comprehensive and actionable guide to understanding, nurturing, and maximizing their children’s motivation. It caters not only to parents of disengaged children but is a valuable resource for any parent. The book seamlessly blends storytelling with practical advice, empowering parents to confidently navigate the intricate terrain of parenting with optimism. It serves as an excellent introduction, providing parents with a solid foundation as they navigate the often rocky and unpredictable path of supporting their disengaged child.

Attention Span by Gloria Mark
Erik Jahner, PhD
Erik Jahner, PhD

attention spaNIn our world we now spend over 10 hours a day in front of screens; our mind wanders, we get distracted, and before we know it, we have accomplished next to nothing. So, we subscribe to podcasts, read self-help books (not unlike this one), and search for the hacks that can keep us in a strong state of optimal “focus” or “flow.” We feel that regular focus at work is the goal; we give ourselves very little wiggle room; and we often make digital media the enemy. We need to learn to focus better. Gloria Mark reframes all of this in Attention Span, an intriguing exploration of our attention spans in the digital era.

Mark provides a balanced view on focus and distraction. She challenges common myths throughout.  Contrary to popular belief, constantly striving for intense focus while using computers doesn’t always equate to productivity; it’s healthy to have less concentrated moments too. The ideal state of ‘flow’ with technology is beneficial, but it’s not a mandatory goal for every task. Distractions and multitasking aren’t just a result of notifications or lack of discipline; they often arise from various factors beyond our control. Also, we should not underestimate the value of what seems like mindless activities on our devices; these can actually provide necessary mental breaks that boost our overall productivity and add to happiness at work. Understanding these aspects can lead to a more balanced and effective approach to our digital lives.

The book is dominated by her refreshing and unique approach to research and thinking that drive the structure of the book from life to interviews to lab. She starts from a common ground, exploring well-known concepts like ‘flow’ – the deep immersion in an activity, and then evaluates whether this strived-for experience is found in real practice and if it’s all it’s cracked up to be. Is it really the optimal experience? Mark acknowledges that while the concept of flow is intriguing, its occurrence in the workplace is not as frequent as one might think. As with other concepts in the book, rather than discarding this idea, she takes it further, testing and applying it in real-world settings. She adapts similar research methods, poses fresh questions, and rethinks approaches based on her observations. This dynamic between scientific rigor her curiosity and real-world applications creates an engaging narrative that captivates the reader throughout the book.

A core idea in the book is the idea of kinetic attention. The ability to shift strategically between attention types of rote activity, frustrated, focused, and bored is an important attentional skill. And she suggests ways to master it. But one of the first steps is really understanding attention as a dynamic activity that changes across the day, across the week, and other cycles of life. However, keeping this in mind she writes with subtle evaluation of free will throughout the book with a direct intriguing discussion at the end. What does it mean to control attention? Why do some people feel they control their minds and environment while others feel like they are at the whim of notifications and distractions?

There are many fresh and interesting ideas that make you widen your eyes. She teases us with “You may not have thought that playing Candy Crush can actually help us achieve a psychological balance in our workday, but that might soon change” (p. 210). What?!  I wanted to read more. And her hope of integrating technology and not demonizing it is really a nice touch of reality. Another intriguing finding from Gloria Mark’s research might make you rethink your beliefs about Facebook: people who spent more time on Facebook tended to report higher levels of happiness at the end of the day. In contrast, the amount of time spent in face-to-face interactions throughout the day didn’t demonstrate a significant correlation with changes in their mood by day’s end.

The final part of the book is packed with practical advice, from setting goals to managing interruptions and incorporating mindfulness practices. These tips are invaluable for anyone looking to improve their attention span in a world rife with digital distractions.

Gloria Mark doesn’t just discuss problems; she provides a roadmap for thriving amidst digital distractions and opportunities, making it a must-read for educators, students, professionals, or anyone seeking to optimize their attention in this screen-filled age. Screens are not going away, and neither are other distractions. Distractions need to be understood not simply avoided.

Classroom Cognition Explained, or, Dual Coding Just Right
Andrew Watson
Andrew Watson

The Good News: research into cognitive science can be SPECTACULARLY USEFUL to teachers. (That’s why we have Learning and the Brain conferences….)

Book Cover for Teaching & Learning Illuminated

The Less Good News: ideas that come from cognitive science can be MISUNDERSTOOD and MISAPPLIED with alarming frequency.

For example: as I’ve written elsewheredual coding has lots of potential benefits for reducing working memory load — and thereby helping students learn. That’s the good news.

But — less good news — dual coding has too often been interpreted to mean “put icons on things to make them better.”

Wouldn’t it be great if someone could bring together LOTS of ideas from cognitive science, AND explain them with well-executed dual coding?

Yes; Yes It Would…

Well, someone has done exactly that. Three someones, in fact.  Bradley Busch, Edward Watson (no relation), and Ludmila Bogatchek have written Teaching and Learning Illuminated: the Big Ideas, Illustrated.

As that title promises, this book illuminates (that is, dual codes) the greatest hits from cognitive science: retrieval practice, cognitive load theory, Rosenshine’s principles, mindset, and a few dozen more.

Each section combines a pithy description of a particular concept with a visual representation of its core ideas.

So, for instance, page 35 summarizes dozens of studies looking at the benefits of spreading practice out (“spacing”) and practicing related topics together (“interleaving”).

And, the facing page offers a carefully considered graph that depicts learning over time. One path (“cramming”) looks good because it works so well in the short term. But the second path (“spacing and interleaving”) results in more learning over time.

Voila: “desirable difficulties” in one thoughtful graph.

Unlike so many examples of dual coding of the “put-an-icon-somewhere” school, Busch, Watson, and Bogatchek create substantial, meaty visuals that both require and reward careful study.

I never looked at the illustrations and thought: “gosh, that’s pretty.”

Instead, I thought:

Oh, gosh, I need to stop and study this for a bit.

Wait, why is that line there?

Ok, now I get it. Presumably this axis is labeled…oh, right, so cool!

In other words, the visuals both require thought and support thought. The result: readers understand these complex ideas even better.

So Many Shelves

I’ve written in the past that the “best book to read” depends on the reader’s current knowledge.

If you’re somewhat of a beginner in this field. I think you should probably read a book that focuses on just one topic: long-term memeory, or attention, or cognitive load theory.

Once you understand lots of the pieces, it’s time to read the books that put them all together.

Teaching and Learning Illuminated looks like an easy read — so many cool pictures! At the same time, it includes an ENORMOUS number of research-based insights and suggestions.

For that reason, I think of it as an “early-advanced” book more than one for those who are new to the field. Those illustrations are welcoming, but they also create cognitive demands of their own.

Full Disclosure

Because this field is relatively small, I know one of the three authors — Bradley Busch — a bit. (I recently recorded some brief video snippets for his website.)

I don’t believe our conversations have influenced this review, but the reader should know of them in making that evaluation.

I’ll also note: yes, I have written a book about Mindset; and yes, this book includes a mindset chapter called “The Watson Matrix.” But: their matrix isn’t about my summation of mindset theory.

 

The Whole Toolbox in One (Free) Download
Andrew Watson
Andrew Watson

If you want to learn more about improving teaching with psychology research, I’ve got good news:

There are SO MANY excellent books to read.

I’ve also got bad news:

There are SO MANY excellent books to read, we can struggle to manage them all.

In fact, as I’ve written elsewhere, I think the “best book to read” depends on the category of book you’re looking for.

At the beginning of your research+education journey, you probably want a book devoted to one topic: say, working memory, or motivation, or attention.

As you get more familiar with different categories of research, you might instead want a book that brings many topics together.

Today I’d like to recommend a book from the second category: the Great Teaching Toolkit: Evidence Review from Evidence Based Education. (You can read about it and download it here.)

Step One: How to Begin?

Anyone striving to write a book that “brings many topics together” starts with an enormous challenge: how to organize such a behemoth?

We have SO MUCH pertinent research on SO MANY topics: how can we possibly tidy this muddle?

The Toolkit’s authors devise a sensible sorting strategy. They believe research gives teachers strong guidance in four areas:

What sorts of knowledge do teachers need?

How can we make classrooms emotionally safe?

How can we structure classroom work and routines efficiently?

What teaching strategies require students to think hard?

Now, other authors organize their thinking in other ways. (For instance: Dan Willingham’s Why Don’t Students Like School focuses on nine key principles from cognitive science that should guide instruction.)

But I think you can see right away why the Toolkit’s organizational structure sounds so helpful and sensible.

Step Two: Break It Down

Within each of these categories, the authors offer between 3 and 6 specific principles: everything from “teachers should know common misconceptions in their discipline” to “strategies for asking questions effectively.”

This structure, in turn, allows for a straightfoward teacher-development plan.

If I were using this Toolkit with a faculty, I would have teachers select one of these sixteen topics: prefereably one where they feel the least confident and successful.

Each teacher would then dig into the research-base suggestions provided right there in the Toolkit.

Even better: the Toolkit reviews the research it summarizes. Teachers and school leaders who want to know exactly why this strategy or topic has been prioritized get all the info they need to dig deeper and discover more.

Examples, Please

You have, no doubt, heard that feedback is essential for student learning.

Imagine that a teacher reviews the Toolkit’s list and determines that s/he really needs to work on this specific part of her craft.

Turning to section 4.4, this teacher quickly gathers several useful insights about the role of feedback in our work.

In the first place, the Toolkit draws a helpful distinction between feedback that helps the teacher — by giving us information about how much our students know and understand — and feedback that helps the student — by giving them structured ways to improve.

That simple distinction sounds almost too obvious to state out loud…but in my experince isn’t emphasized nearly often enough.

In the second place, the teacher will find several thoughtful prompts for further thought.

As the authors wisely say: “there is no simple recipe for giving powerful feedback.”

Should the teacher remind the student of the success criteria, or point out gaps between the current work and those criteria?

The Toolkit doesn’t offer prescriptive answers because research can’t do that. Research can provide us with options, and let teachers sort out the best ways to put all those options together.

And, if you’re a research nerd (as I am), you’ll be delighted to find almost 20 pages of discussion on their sources for these ideas, and their methods for sorting them all together.

TL;DR

You already know several specific cognitive-science informed teaching strategies? You to want a bigger picture?

The Great Teaching Toolkit will be a feast for you. (And yes: you can download it free!)

The New Science of Learning by Todd Zakrajsek
Erik Jahner, PhD
Erik Jahner, PhD

UntitledIn the ever-evolving realm of educational literature this is quickly becoming a classic. The New Science of Learning, first published in 2013, continues to emerge with each new edition as an invaluable compass for both students transitioning from high school to the world of academia as well as for educators seeking a refreshed pedagogical perspective and insights into the psychological experience of the learner. Todd D. Zakrajsek’s personal journey to becoming a better student and mentor has resulted in a treasure trove of continuously revised and reexamined learning insights you don’t want to miss.

The topics in this book are carefully selected, and while the author suggests that you should feel free to jump around these independently excellent chapters, following the given order adds a special touch to the journey. It kicks off with a deep dive into the art of perspective-taking – a fresh twist you might not expect in a book about improving your approaches to effective learning! It then dives into getting to know yourself better giving fresh perspective and clarification. Self-awareness and -regulation are key to effective learning and closely tied to our belief in our own abilities, known as self-efficacy. Students (and instructors) will be able to better frame their experience helping us become aware that feelings of doubt, like imposter syndrome, are more about societal pressures than personal flaws. The society and the individual mind are unavoidably linked. In line with current literature, the author reviews approaches that emphasize that focusing on our rough edges is not always the best strategy; a positive outlook can really shape our success! But the book is not only filled with strategies for reframing ourselves and our social situation, it is also chock-full of concrete strategies ranging from memory to lifestyle changes like sleep and exercise. But this is no simple review of what you have heard; it is well-researched, updated, and cited. As is clear from the author’s mission, it’s the start of a journey, not a conclusion.

Leading with personal investment, the author explains he faced challenges transitioning from high school to college, initially under-performing and wondering if he was the college type. But instead of giving up, he dove deep into understanding the mind, applying those insights to his own college journey. This passion not only led him to earn a PhD but also to craft three editions of this fantastic book! You will remain captivated by his deep insights and enduring commitment to understanding the student learning process. It’s a privilege to join him on this enlightening quest to master the art and science of learning.

Each chapter is well crafted, featuring an outstanding set of discussion questions accompanied by a summary and an extensive list of author-vetted resources. This structure not only enhances comprehension but also serves as a catalyst for deeper academic exploration. It sets itself up as a perfect complement to an academic program. In fact, just this morning, before finishing this review, I received feedback from one of my students who had further questions from articles in this book’s citations. Yes, this term, I incorporated a chapter into my curriculum, and the response was overwhelmingly positive. Many students expressed a keen interest in acquiring the complete book, viewing it as a promising tool for their academic progression, voicing that they wish they had seen it years ago. It’s a versatile resource suitable for various fields and contexts. For instance, if I were to spearhead a college adjustment program or oversee a learning assistance center, this book would be my go-to reference.

While I’ve appreciated previous editions of this work, the fresh content and perspectives in this edition make it an essential “New” addition to any personal library. Whether you’re a student, an educator, or simply someone with an interest in the intricacies of learning, The New Science of Learning is a must-read. Take the chance to get to know your own mind a little better.

Why We Forget and How to Remember Better by Dr. Andrew E. Budson & Dr. Elizabeth A. Kensinger
Erik Jahner, PhD
Erik Jahner, PhD

2940176833065_p0_v2_s1200x630Why We Forget and How to Remember Better by Dr. Andrew E. Budson and Dr. Elizabeth A. Kensinger is a captivating research driven exploration of the intricate workings of human memory. In this comprehensive book, the authors delve into the latest scientific insights about memory, making this complex topic accessible and relevant to college students, teachers, and a valuable review and update for researchers.

 

The book begins by addressing the fundamental questions that haunt our understanding of memory. Why do we forget? How can we be certain about our memories? Why do we struggle to recall names and important information when we need them the most? Through their extensive experience, Budson and Kensinger provide insightful answers and guide readers on a journey to understand and enhance their memory.

The book challenges common beliefs by revealing that memory’s primary function goes beyond recalling details from the past; it’s a complex web of abilities waiting to be explored. Also, many of us have heard the terms working memory, procedural memory, short term memory, muscle memory etc.; this book and its awesome illustrations help you clarify and differentiate these and other concepts.

As readers delve into the pages, they gain valuable insights into how memories are formed, stored, and retrieved during daily life. What’s more, the book equips readers with the power to take ownership and control of their memory abilities, offering strategies to remember what matters most and forget what’s less relevant. It goes further, offering practical tips for effective study techniques, a boon for students gearing up for exams. But that’s not all. “Why We Forget and How to Remember Better” doesn’t just stop at enhancing memory for practical tasks. It teaches readers how to remember names, passwords, and even lengthy information like 50 digit numbers, unlocking a world of superhuman enhanced memory skills. It really shows you how to make the most of what you got.

The book discusses the controversial and fascinating area of memory by exploring the fine line between true and false memories, providing readers with tools to navigate the terrain of memory accuracy with confidence.  The narrative also delves into the ever-evolving nature of memory, highlighting how it develops in normal aging and various conditions such as Alzheimer’s disease, depression, anxiety, PTSD, ADHD, and the unique impact of COVID-related brain fog.

As the story unfolds, readers discover the intriguing interplay between external factors and memory. It explores how exercise, nutrition, psychedelics, alcohol, cannabis, sleep, mindfulness, and music can all influence the way we remember, emphasizing the vital connection between lifestyle choices and memory health. We get information helping us separate the myths and marketing hype from what has been supported by the science and where there are still questions and possibilities.

While to book uses technical language, the narrative and illustrations makes this language accessible. This is important because the oversimplification of many science-based books for the layperson can easily simplify to the point of generating new myths. But this book is very careful, and you will discover your own misconceptions or at least learn some useful support for dispelling myths of friends, students, and family.

Advice from the authors applies the concepts they teach throughout the book into the construction of the book as a learning resource. To assist readers in recalling the book’s key themes, the authors have applied principles from the science of learning. They’ve deliberately repeated important ideas at intervals and employed vivid metaphors to enhance retention. The information is offered in small meaningful chunks allowing you to read for 15 min learn something and take a break or explore the content in ways that make sense to you. It’s suggested that readers avoid reading the entire book in a single sitting for optimal memory retention. Instead, they should read a few chapters, reflect on the content, and return to it later, preferably after a night’s rest.

I really enjoyed the review and new insights this book offered me as a learning scientist and also learned some great metaphors and ways of presenting information to my students along the way. Most importantly, it’s easy to comprehend, enjoyable, and memorable. It challenges preconceptions, equips readers with practical tools, and offers a panoramic view of memory’s role in our lives. This narrative promises to be a captivating and valuable resource for those seeking to unlock the full potential of their memory and cognitive abilities.

The Good Life by Robert Waldinger & Marc Schulz
Erik Jahner, PhD
Erik Jahner, PhD

41F977ZCG9L._SL500_The Good Life: Lessons from the World’s Longest Scientific Study of Happiness serves as a warm and guiding light, steering us towards a more meaningful and inspiring existence. Robert Waldinger and Marc Schulz, director and co-director, weave together narratives and insights from their extraordinary 84-year-long Harvard Study of Adult Development. This study, spanning three successive generations of participants, not only encompasses the lives of the initial 724 individuals but extends its reach to encompass the stories of 1,300 of their descendants. Rather than showcasing exceptional figures and role models, this book delves into the lives of relatable, everyday people, unveiling the specialness inherent in our interconnectedness. Bursting with relatable anecdotes and enlightening discoveries, the book offers a refreshing take on the true sources of happiness.

In an era where the pursuit of productivity, efficiency, focus, and optimization dominates, this book provides a gentle yet uplifting reminder of our genuine human essence. Amidst our efforts, it offers us a chance to recognize the invaluable treasure of building strong bonds with loved ones, friends, and our community.

The authors skillfully contextualize the Harvard Study, elevating it beyond a mere collection of anecdotes. Drawing from both the ancient wisdom of Plato and Seneca to contemporary fMRI studies that explore the neuroscience of holding hands, the authors blend philosophy with modern neuropsychology to illuminate the stories they share. Their synthesis spans the ages, offering scientifically substantiated pathways to enlivening and imbuing our lives with meaning.

Connections are not solely confined to finding romantic love or creating the quintessential family. Happiness is not exclusive to a singular type of relationship; rather, it is a rich tapestry of connections—friendships, family ties, fleeting conversations with colleagues, or shared smiles with strangers. It encourages us to value the everyday interactions that often go unnoticed amidst our pursuit of personal betterment. Through the lens of this book, we uncover diverse avenues to recognize and cultivate happiness in every facet of our lives.

While loaded with advice and heuristics, this is not a mere sprinkle of friendly advice. The book emphasizes that relationships require genuine care and effort, as well as self-awareness. While opportunities for connections abound, they necessitate deliberate action and appreciation. The reader is gently prompted to introspect, cherish, and invest in the relationships that light up their existence. Through the experiences of the study participants, the book underscores the rewards and fulfillment that blossom from nurturing these precious bonds.

Symbiotic relationship between the heart and health are also highlighted in the examinations of correlations between vibrant relationships and overall well-being. In a world grappling with isolation, the book delivers a heartfelt message: prioritize the connections that set your heart aglow. Beyond interpersonal bonds, the book delves into an array of ingredients that enhance the recipe for happiness. From uncovering our life’s purpose to sprinkling gratitude into our daily routines, and tending to our mental and physical health, it offers a delectable menu for a richer, more fulfilling existence.

While presenting novel insights, the book also holds up a mirror to our oversights—reminding us of our unmet needs and those of others. Reading this book invites moments of pause and self-reflection, prompting us to recognize the simple yet overlooked aspects of life that warrant our attention.

Sit down with Robert and Marc over a cup of coffee as they share the wisdom gleaned from delving into the ebbs and flows of hundreds of lives. “The Good Life” encapsulates that very conversation—brimming with laughter, sagacity, and shared experiences. It reiterates that happiness isn’t a distant career aspiration requiring years of toil and sacrifice; rather, it resides in the connections we nurture and the moments we cherish today.

Psych by Paul Bloom
Erik Jahner, PhD
Erik Jahner, PhD

bloomI should have known better! I was expecting just another in a long line of basic reiterations of Psychology 101. But this is Paul Bloom! ­— a talented storyteller and Psychology Professor at University of Toronto engaging a variety of audiences across genres from scientific publications to the New York Times while delivering other top sellers for the curious casual reader such as the Sweet Spot, Against Empathy, and How Pleasure Works. Now he brings us Psych: The Story of the Human Mind — a refreshed and captivating journey into the continually developing field of modern psychology. It transcends the genre of introductory texts by delivering a dynamic and engaging experience akin to enjoying a TED talk, feeding you savory narrative bits to share with friends and reengage your interest in forgotten figures.

While this book was the result of the authors copious lecture notes from years of teaching, this is no dry retelling of psychology, he knows what engaged his students.  He offers us deep understanding through human appeal and curiosity relegating your dry introductory psychology text to forgotten corners of dusty bookshelves.

This book serves as a compendium of psychological highlights reintroducing readers to the most influential figures in the field. From the groundbreaking insights of Anna Freud and B.F. Skinner to the revolutionary discoveries of Piaget, Kahneman, and Tversky. While hitting all the main branches and basics of the field, he also offers several often-neglected topics including a section on the controversial figure of Sigmund Freud, explaining why he is often omitted from Psychology courses and why it is important to notice him for his contributions to western culture and thought as well as his betrayals to science and humanity. Even very familiarly stories are filled with titillating narrative about famous individuals in the field. Including the social life and career of Phineas Gage: a famous case study who was impaled by a railroad spike, decimating parts of his frontal cortex. But he also brings an intriguing touch with his treatment of behaviorists such as John Watson, his marriage, and his impact on the American coffee break. This all topped off with discussions of fox-trotting pigs. And these are just some bits of juicy gossip from the first sections.

The book tackles a wide array of thought-provoking questions. From deciphering the intricate relationship between the brain and consciousness, to uncovering ethical controversies such as the Milgram experiments and the current replication crisis, the author leaves no stone unturned. The exploration extends to the origins of knowledge, the disparities between the minds of children and adults, the connection between language and thought, and the impact of biases on perception and memory. Moreover, the book thoughtfully delves into the rationality of human beings, the motivations that drive us, and the significance of emotions such as fear, disgust, and compassion. The author masterfully analyzes how we perceive others, including those from different social and ethnic backgrounds, while also addressing the complex interplay of personality, intelligence, and other traits. In addition, we are treated to his narrative rendition of both the causes and treatments for mental illnesses as well as the pursuit of happiness.

This book will feed your yearning to explore the depths of the human mind, leaving you with refreshed desire to unravel the mysteries of psychology.

I highly recommend this book to students of the mind as it contextualizes and updates much of what they are learning in the classroom and though our own exploration. It also becomes an essential companion for professors and instructors, reigniting their appreciation for the joy found in the history and storytelling of psychology. Even the most seasoned psychology instructor will discover new ways of presenting material and uncover juicy bits of social history that will captivate their students. This book unveils the identities of the remarkable individuals who shaped the field and the cultural movements they inspired, reminding us that psychology is not lists of facts about minds, its humans pushing the limits of our mind to make sense of ourselves.

How Teaching Happens by Paul Paul Kirschner, Carl Hendrick, and Jim Heal
Erik Jahner, PhD
Erik Jahner, PhD

Screen Shot 2023-06-26 at 6.38.37 PMWho would have thought that a book about teaching could begin with a discussion of the gore of public amputations in the 19th century and blood-stiffened frocks that could stand on their own? But this is the perfect beginning for a book that drives home the point that good teaching does not always look like we expect. It’s not all about performance, and it’s not always about students appearing to be engaged in tasks. Effective learning and effective teaching are not always what we see in the movies or find the most entertaining. Effective teaching is nuanced and dynamic.

From the authors of How Learning Happens, Paul A. Kirschner, Carl Hendrick and now with Jim Heal, comes this reflective anthology of How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice. This book is an accessible version of an anthology of 30 research articles and some books that represent the most significant findings and discussions in the field of education over the last few decades. It is a collection of efforts to show us some light toward effective education while helping us avoid educational malpractice.

The book is divided into six sections:

  • What makes effective teachers?
  • What is important in designing instruction and curriculum?
  • What is the foundation of effective teaching techniques and frames of mind about teaching?
  • What is the importance of content knowledge and domain specific pedagogical practice?
  • How do effective teachers interact in the complex nuanced space of the classroom?
  • How to assess learning effectively and ineffectively?

The authors do not mince words and give us refreshing honesty and enjoyable framing. The book wraps up with an important discussion of what each teacher needs to know – but does not – and a description of the “sorry state” of teacher training in the United States, showing us opportunities on the path ahead.

This is not just an anthology of articles, however. It is an expertly crafted teaching tool that scaffolds your exploration of these seminal works and their related content, giving readers access to the content of these inspiring ideas in education without bogging down the reader with overly pretentious, theory-laden, and “researchy” language. In essence, its goal is to communicate the main points of these influential research articles and perspectives, making it easy to understand and efficiently reference. It is also a useful doorway into the original publications as it introduces the main points and then refers the reader to the original article for a deeper dive.

The structure of each chapter enables the reader to quickly access the information at a level that is most useful to satisfying their reading goals. Each chapter begins by addressing why one should be concerned about the topics covered. It does an excellent job of setting up examples that pique the reader’s curiosity and get them engaged. Then the original abstract of the article being addressed is presented. Then the chapter translates the theory, findings, and methods from the original article into a quick, easily accessible format. It boils the whole thing down to what you need to know. This is then followed by excellent suggestions for translation into the classroom that are presented in a brief outline. The suggested resources throughout the book are easily accessible via QR codes and links that allow you to quickly grab your phone and prep a podcast or additional reading for later.

This is an excellent textbook for new teachers, but it is also a great book for experienced teachers, school leaders, and education researchers to recenter thinking on what is important in teaching. As the authors point out, it is only the tip of the iceberg. But in my opinion, it is a very solid foundation that can be the start of a journey of exploration. This book is the necessary sequel to How Learning Happens. Now that we see how learning happens, how does being an effective teacher happen? The reader will find themselves reflecting on their practice, values, and beliefs that drive their pedagogy and be introduced to underappreciated ways of thinking. The authors do a consummate job of inviting and preparing the reader to continue their developmental journey to fulfill their goal of being leaders, educators, and lifelong learners.

Book Review: Teaching Secondary Science, by Adam Boxer
Andrew Watson
Andrew Watson

Let’s start by making this simple:

First: You should absolutely buy Adam Boxer’s Teaching Secondary Science: A Complete Guide. Sooner is better than later.

Second: You will probably not READ Boxer’s book so much as you will STUDY it. Have a pen handy; some sticky notes; your favorite memory app. Whatever system you use to keep track of big ideas and vital details — have it ready to work.

Now that I’ve been bossy, let me explain why.

Two Big Surprises

Surprise #1:Book Cover for Adam Boxer's Teaching Secondary Science: A copmlete guide.

I myself don’t teach high-school science. (I taught 10th and 12th grade English, and worked at a summer camp for 8-14 year olds.)

So, the title (Teaching Secondary Science) might suggest that the book isn’t for me.

Well, Boxer’s book (and the precision of his thinking) will absolutely make me a better English teacher; I suspect his approach will benefit almost any teacher.

Here’s why…

Surprise #2:

Longtime readers know my mantra: “don’t just do this thing; instead, think this way.”

That is: cognitive science research cannot provide us with a script (“do this thing”). Instead, that research CAN give us ways to think about memory and attention and motivation and stress. When we “think this way” about those topics, we’ll have better ideas about our teaching.

Well, Boxer’s book comes as close as any to effectively defying this mantra.

His book includes a GREAT MANY “do this thing” kind of instructions.

Phrase your question this way, not that way.

Present topics in this order, not that order.

Calculate cognitive load with this formula, not that formula.

You might think, given my mantra, I’d resist the specificity of his advice.

And yet, over and over, I found myself agreeing with his logic, and believing that I’ll do better classroom work if I understand and follow several of his scripts.

To my astonishment, I’m highly tempted to “do things Boxer’s way.” Why? Because he’s already done so much thinking for me.

Case in Point

I recently discussed Boxer’s book with a group of friends. All of us had highlighted this specific advice:

When introducing a concept, start with examples, not definitions.

Why?

Because definitions are necessarily abstract, and abstraction increases working memory load.

Examples, in contrast, live comfortably in the familiar, concrete world. This very  familiarity and concreteness reduce WM load, and thereby makes learning easier.

When my friends and I tried to apply this advice to our own teaching world, we immediately saw its usefulness.

The Spanish teacher said: don’t start with the abstract definition of the subjunctive; start with familiar examples in English.

The PD provider said: don’t start with abstract definitions of “declarative” and “procedural” memory; start with concrete classroom examples.

And so forth.

Two points merit notice here.

First: although Boxer writes about science instruction, his guidance applies widely across disciplines and age groups.

Second: although Boxer’s advice stems from (abstract) cognitive psychology, he frames it in (concrete) teaching suggestions.

That is: over and over, Boxer’s book practices what it preaches. His book does what he tells us teachers should do.

You perhaps have heard a conference speaker give passionate teaching advice (“never talk for more than ten minutes!”), only to defy this advice in his hour-long talk. Boxer carefully avoids such hypocricy.

The Big One

A few of my opinions in this interdisciplinary field approach heresy. Here’s one:

In my view, cognitive load theory helps experts talk with other experts about working memory load in the classroom.

Paradoxically, however, cognitive load theory almost certainly overwhelms the working memory of non-experts. It is, after all, complicated and jargony. (Quick: define “element interactivity” and “germane load.”)

For that reason, cognitive load theory probably isn’t useful as a framework for discussing working memory load with teachers. (Several people whom I admire are howling as they read these paragraphs.)

Boxer does not articulate this heretical claim directly. However, he enacts its conclusion quite directly.

That is: he translates the abstractions of cognitive load theory into a concrete formula — a proportionality formula using words anyone can understand.

Rather than reproduce the mathematical version of the formula here, I’ll summarize it this way:

Task complexity and abstraction increase working memory load.

The student’s background knowledge and the teacher’s support reduce working memory load.

Therefore, to optimize working memory load, we should look out for those four variables and manage them appropriately. (He’s got CHAPTERS on each of those topics.)

If you speak cognitive load theory, you see exactly how Boxer has translated its abstractions into this concrete formulation.

But — crucially — you don’t need to speak cognitive load theory to get its benefits.

Boxer, again, has taken his own advice. He has started with concrete examples rather than abstract definitions; he has thereby made it MUCH easier to learn from this book.

Always with the Limitations

Having raved for several hundred words, let me add a few quick notes of caution.

First: I don’t agree with absolutely everything Boxer writes. (I don’t agree with absolulety everything I write.) For instance: he emphatically champions mini white boards; I don’t think they’ll work in my context.

Second: Boxer’s examples draw on science teaching in high school in England. All three of those truths require some degree of translation as you apply his ideas to your work.

The English education system thrives of mysterious acronyms; you’ll just have to figure them out. When the SLT talks with the NQT about Supply, well, I can’t help you there.

Third: Full disclosure, I should point out that Boxer’s publisher is also my publisher — so I might have a conflict of interest in writing such an enthusiastic review. I certainly don’t think this connection has skewed my perspective, but you should have that information to make your own decisions.

These few points aside, I return to my initial hearty recommendation.

When you read and study Boxer’s Teaching Secondary Science, you’ll get specific and wise guidance for applying the abstractions of cognitive science to your classroom.

You’ll enjoy it, and your students will learn more.