In 2021, the challenge of returning to school from winter break feels magnified. So what insights from Mind, Brain, and Education Science can I use to help make this critical point of a unique school year go well?
Classic research on belonging suggests that telling students you have high expectations of them and that you believe in their potential to meet those expectations has a positive impact. How do you follow through on that?
I challenge each educator to remind students that they have the autonomy to voice whatever is on their mind because their perspective is valued and needed.
Motivating students with carrots and sticks—through endless, demoralizing cycles of high-stakes testing and assessment—is not getting us the deep learning and love of learning we desire. Fortunately there is a science of motivation, and we need to design it into the very fiber of our virtual courses.
By releasing myself from being a “sage on the stage” to become a co-creator of educational opportunities with my students, everyone in my classroom is a better teacher and stronger learner.
The Mind, Brain, and Education (MBE) research-informed principles and whole-child approach that have guided the CTTL’s work up until this point feel simultaneously more important than ever — and not yet enough. It is a time to reflect on the truth of what we already know, and examine where we, as teachers, leaders, and supporters of learning communities, need to do better to create change for equitable learning and school experiences.