Closing the Achievement Gap by Closing the Cognitive Gap — Webinar
This webinar will address cognitive development as barrier to closing the achievement gap and the need for development of cognitive skills as a matter of equity.
Some Thoughts on Learner Variability
Uneven cognitive skills can be just as stressful, sometimes moreso, for a student than having more consistent but less strong learning skills.
Supporting Diverse Learners in Literacy
In this webinar, we will discuss the concept of cognitive load and neuroscience-based approaches to strengthening students’ capacity for cognitive load as well as strategies to lighten cognitive load in the process of learning to read.
Cognitive Skills Are the Foundation for Learning
Cognitive skills are the foundation for learning. This short video explains.
Ten Ways to Make Learning More Efficient and Effective
Just in time for Back-to-School, we look at what the science of learning tells us about some of the best ways to help our children (and ourselves) be the most efficient and effective learners they can be.
BrainWare Learning-Mindprint Test Prep Workshop
In this workshop, Nancy Weinstein, CEO of Mindprint Learning, and Betsy Hill, President of BrainWare Learning, will walk through the new Mindprint Test Prep Profile -- a new profile that can be generated from a student's cognitive assessment results, to help prepare students for college admissions or other high-stakes tests.
Why Knowing Students’ Cognitive Skills Matters
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.
Do Resource Teachers Have the Right Resources?
The system that is supposed to help students get supports often doesn’t work because the goal changes from having a real impact to checking off boxes and focusing on compliance. What is your experience with resource teachers having the right resources?
The Cognitive Impact of Poverty: Implications for Teaching
In this webinar, we will discuss both the research on the impact of poverty on cognitive development and the implications for educational practice to help level the learning field.
Do Too Many or Too Few Students from Poverty Get a Special Ed Label?
Do you have evidence for or believe that students living in poverty (with cognitive impact) are identified as needing specialized instruction and supports – therefore special education services? Or do you believe that these students are over-identified as needing special education services and do not require them and unnecessarily receive an educational label.