Many teachers want successful group opportunities for their students, but wonder how they can make sure that collaborative group work is productive and encourages all students to participate and contribute. In this three-part series, we’ll [...] Read More »
Continued from How We Learn: Brain Research and Classroom Practice—Part I  In this two-part post, we discuss five areas of brain research that teachers should consider: the five senses, memory, prior learning, emotion, and pattern recognition. [...] Read More »
Teachers don’t need a deep understanding of neuroscience to take advantage of brain-based learning, but a few key ideas about how the brain receives, stores, and retrieves knowledge can a huge difference in student learning. [...] Read More »
One of the major reasons teachers sometimes go years without an observation is the time burden for observers. Making frequent, brief observations a part of the daily routine can help provide teachers feedback they deserve [...] Read More »
Rubrics are not just helpful for assessing student work—they’re an essential tool for students to set goals and improve their learning. One of the many ways to help students clarify what they should know and [...] Read More »
By asking students to play an active role in developing and understanding questions, teachers can improve not just their learning, but also their ability to learn. My colleague Mary Hastings recently wrote about helping students [...] Read More »
A better understanding of the learning process will only improve and accelerate the process of learning. Why is it that we, as teachers, keep so much of what we know about learning a secret from [...] Read More »
This is the vision of the Great Schools Partnership, and it motivates everything we do as an organization and as educators. The purpose of this blog is to share our thinking about what such a [...] Read More »
