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?
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?
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.
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.
The demands of distance learning will make your Learning Management System (LMS) more important than ever this year. Have you thought about how to align your tech with the best research on how students learn?
The Mind, Brain, and Education (MBE) research-informed principles and whole-child approach that have guided the CTTL’s work up until this point feel simultaneously more important than ever — and not yet enough. It is a time to reflect on the truth of what we already know, and examine where we, as teachers, leaders, and supporters of learning communities, need to do better to create change for equitable learning and school experiences.
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…