Five years later, economics blogger Jason Collins rereads–and rereviews–Kahneman’s Thinking, Fast and Slow.
ABOUT THE AUTHOR
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."
TagsADHD adolescence art education attention bilingual education boundary conditions classroom advice collaboration creativity desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math metacognition methodology middle school mind-wandering mindfulness Mindset motivation neuromyths neuroscience parents pre-K psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memory
- Deliberate Practice Doesn’t Align with Schooling (Well: Not Precisely) on
- Yes, It’s Important that Your Students like You on
- Where Should Students Study? on
- Transcend: The New Science of Self-Actualization by Scott Barry Kaufman on
- “How to Study Less and Learn More”: Explaining Learning Strategies to our Students on
ABOUT THE BLOG