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1 Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. https://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.pdf (accessed 13 July 2020). A brief, easy introduction to applying knowledge from psychology to classrooms, and a free download.

2 Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper Perennial. The author describes the ultimate state of interest, when one is completely absorbed in what one is doing, to the point that time itself stops. The book does not tell you how to enter this state, but it is an interesting read in its own right.

3 Didau, D., & Rose, N. (2016). What Every Teacher Needs to Know About Psychology. Melton, UK: John Catt. Brief chapters on a broad sweep of topics, including evolution, creativity, motivation, and more, very much from a teacher's perspective.

4 National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press. https://www.nap.edu/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures (accessed 13 July 2020). Intended as an overview of cognition applied to education, this book sometimes overreaches, moving into peripheral topics, but it's worth the read, and it's a free download.

5 Willingham, D. T. (2019a). The high price of multitasking. New York Times (15 July), p. A21. https://www.nytimes.com/2019/07/14/opinion/multitasking-brain.html. A quick review of evidence that we cannot cope with working memory overload as well as we think we can.

6 Willingham, D. T. (2019b). Why aren’t we curious about the things we want to be curious about? New York Times (20 October), p. SR9. https://www.nytimes.com/2019/10/18/opinion/sunday/curiosity-brain.html. This op-ed considers what triggers curiosity and how we might make ourselves curious about things that align with our long-term interests.