Executive Functions & Poverty
Executive Functions & Poverty: Implications for Lifelong Teaching Authors: Betsy Hill and Nancy Weinstein Working in schools with diverse populations such as different socio-economic status (SES), we have had the
Closing the Achievement Gap by Closing the Cognitive Gap – Edcircuit
As educators and education policymakers seek to understand and remedy the achievement gaps, much attention is paid to the concept of equity. One area of inequity that connects directly to student learning is highlighted by contemporary neuroscience research—cognitive development.
Learn to Ask for Help
One of the most important things a student can learn is how to ask for help. Those who know how to do this effectively usually rise to the top of the class, accodrng to Peter Kline, author of The Genius in All of Us.
EdCiruit: Grit, Growth Mindset and the Backlash against Both
A recent article in District Administration magazine explains how schools are using the Mindprint Cognitive Assessment to help design interventions for students, tailored to their individual cognitive profiles.
Readable English Accelerates Reading Gains for Middle School Reading Resource Students
Product Studied: Readable English Subjects 37 students in the 7th and 8th grade, in reading resource classes, at Maple Crest STEM Middle School, Kokomo,
Why Teachers and Students Need to Learn about Their Brains in the Digital Age
For good and bad, technology changes our brains. But then again, so does every experience we have. So what are our brains doing and becoming in the digital age?
What You Eat Affects Your Brain
This excellent video answers these questions and helps us understand that the food we consume affect our brains, just as it affects our hearts and the rest of our bodies.
The Brain that Predicts the Future
Can your brain really predict the future? Absolutely! In fact, predicting the future is something our brains do constantly. It turns out that there are two different areas of the brain that helpp us anticipate when something will happen.
Helping Children Take Responsibility for Their Own Learning Needs
I knew it was important to get at the root of the issues and provide the supports that Charlie needs. When we started, he and I didn’t have a way to talk about the struggles. Kids don’t know why they struggle or why something is hard for them. They just struggle. Conversations about school work just seemed to make him more anxious. It was time for a different approach.
BrainWare Implementation and Impact Report – Big Shoulders Fund
This case study summarizes the experience of six schools that elected to implement BrainWare with students in middle elementary grades, with the support of the Big Shoulders Fund in Chicago, IL. Big Shoulders Fund provides support to Catholic schools in the neediest areas of inner-city Chicago. Student growth and outcomes were tracked over time using the ACT Aspire Interim assessments, with some significant growth for students who used the program most consistently with the recommended frequency and intensity.