Learning Begins, written by a teacher for teachers, translates current brain research into practical classroom strategies. Because students learn with their brains, it simply makes sense for teachers to explore educational psychology and neuroscience. And yet, information in these fields can be daunting and contradictory. Worse still, few researchers can clearly explain the specific classroom uses of their remarkable discoveries.Learning Begins both explains this research and makes it useful for teachers and administrators.Part I investigates the science ofworking memory: a cognitive capacity essential to all school work. When teachers recognize the many classroom perils that can overwhelm working memory, they can use research-aligned strategies to protect it, and thereby promote student learning.Part II reveals the complexities of studentattention. By understanding the three neural sub-processes that create attention, teachers can structure their classrooms and their lessons to help students focus on and understand new material.Written in a lively and approachable voice, based on years of classroom experience and a decade of scientific study,Learning Begins makes educational psychology and neuroscience clear and useful in schools and classrooms.

Andrew C. Watson is a classroom teacher with 16 years of experience. Andrew has spent 9 years exploring and explaining the practical classroom uses of psychology and neuroscience. As founder and president of Translate the Brain, a professional development consultancy, he has travelled the United States and the globe to work with teachers, students, and parents.

DedicationPrefaceIntroductionPart I: Working MemoryChapter 1: Memory at WorkChapter 2: Two Burning QuestionsChapter 3: Solving Working Memory ProblemsChapter 4: Working Memory Recap and FAQPart II: AttentionChapter 5: Redefining AttentionChapter 6: AlertnessChapter 7: OrientingChapter 8: Executive AttentionChapter 9: Attention Review with FAQAbout the AuthorIndex