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.
All students, even high achieving, highly motivated ones, forget huge swathes of what they learned. How can we improve this?
There are two integral questions that teachers often overlook but need to ask themselves as they head into the school year: how do I want my classroom to feel and what steps can I take to create this feeling in my learning space?
The Center for Transformative Teaching and Learning emphasizes applying Mind, Brain, and Education Science principles as a journey for teachers. The same goes for developing, conducting, and evaluating an action…
Clyburn said she wanted to give this talk to start a dialogue among foreign language teachers on “how we can be better teachers if we better understand how the brain works.”