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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Emotion and Cognition: Creating a Positive Classroom Culture

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?

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