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.

Continue Reading Developing Students’ Voices: An Intricate Part of a Student’s Lifelong Learning, Self-Confidence, and Advancement

The Science of Keeping Kids Engaged—Even From Home

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.

Continue Reading The Science of Keeping Kids Engaged—Even From Home

MBE for Educational Equity

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.

Continue Reading MBE for Educational Equity
EdSurge: Using Neuroscience to Launch a Research-Informed School Schedule
St. Andrew’s teachers joined educators from around the country to take a deep dive into Mind, Brain, and Education Science (MBE) research at the CTTL’s Science of Teaching and School Leadership Academy in July 2019.

EdSurge: Using Neuroscience to Launch a Research-Informed School Schedule

This article by Glenn Whitman, Director of the CTTL, was originally published Feb. 20, 2019 in EdSurge. Check out an excerpt here, or visit EdSurge to read the article in…

Continue Reading EdSurge: Using Neuroscience to Launch a Research-Informed School Schedule