Chasing Sleep
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.
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December 14, 2020
How an Unplanned Action Research Project and a Small Dose of Vulnerability Led to Better Student-Teacher Relationships and Joy in the Classroom
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.
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December 10, 2020
The Science of Forgetting and the Art of Remembering (Part II)
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.
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October 29, 2020
Making it Stick Better
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.
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October 22, 2020
The Science of Forgetting and The Art of Remembering
All students, even high achieving, highly motivated ones, forget huge swathes of what they learned. How can we improve this?
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October 15, 2020
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.
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October 8, 2020
Teach Me and I’ll Teach You: Learning as an Equitable Exchange
By releasing myself from being a “sage on the stage” to become a co-creator of educational opportunities with my students, everyone in my classroom is a better teacher and stronger learner.
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September 24, 2020
The Connected and Valued Child: Targeting the Social and Emotional Brain
The Responsive Classroom approach reaches far beyond the old perception of social and emotional curriculums producing “nice” kids in a warm and fuzzy environment. It allows us to build intelligent guidelines for school and to develop classroom practices that are informed by current neuroscience and are relevant to the children of the 21st Century.
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September 17, 2020