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?
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.
Projects are still a good way to motivate students during challenging circumstances, but we need to take care so that learning actually takes place. How can we use what we know about the science of learning to design projects that truly work?
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.