Far Hills Country Day School faculty completes all 12 Neuroteach Global micro-courses and is now Level 1 Credentialed by The CTTL.
When we invite students to engage with a text through creative writing, we boost the potential for the characters and stories to be embedded in a student's long-term memory.
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?
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?
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?
Most diagrams of the brain are so detailed, it’s overwhelming, yet understanding the regions of our brain is crucial for education.