Five MBE Insights for Teaching in a Complex New Year

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?

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How an Unplanned Action Research Project and a Small Dose of Vulnerability Led to Better Student-Teacher Relationships and Joy in the Classroom

Having a classroom built on trusting relationships that accepted that failure could be a part of learning led all of us to be more vulnerable and to take more risks. And this, in turn, led me to feel more comfortable letting go of more control to add more joy into the classroom.

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Metacognition in Action Across Disciplines

Honing metacognitive skills empowers students with self-knowledge that they can apply beyond classroom walls. But how can teachers help students gain important but under-appreciated set of skills? What does metacognition in action look like?

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The Science of Forgetting and the Art of Remembering (Part II)

It turns out, perhaps the most compelling data to support spacing and interleaving is not quantitative at all. Instead, it is the qualitative feedback from students and teachers.

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Developing Students’ Voices: An Intricate Part of a Student’s Lifelong Learning, Self-Confidence, and Advancement

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.

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Teach Me and I’ll Teach You: Learning as an Equitable Exchange

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.

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The Connected and Valued Child: Targeting the Social and Emotional Brain

The Responsive Classroom approach reaches far beyond the old perception of social and emotional curriculums producing “nice” kids in a warm and fuzzy environment. It allows us to build intelligent guidelines for school and to develop classroom practices that are informed by current neuroscience and are relevant to the children of the 21st Century.

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