For years, English teachers have been using close reading and passage analysis to assess reading comprehension. But what happens when students demonstrate their understanding by putting themselves into a character’s metaphorical shoes?
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?
It is crucial to re-work our school day to create an environment in which students can sleep well and finish the race for sleep.
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.
Help your child see that they are on a team with you and their teachers, and together, you are on a mission to figure out what their learning success strategies are.
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?
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.
Memory, like all brain functions, is not isolated to one region of the brain—and without it, learning does not happen. What follows is how we have translated research on memory to our respective disciplines, science and history.
All students, even high achieving, highly motivated ones, forget huge swathes of what they learned. How can we improve this?