STEM and SEL: Inseparable Partners
An article authored by Betsy Hill, president of BrainWare Learning Company has been published in STEM for Women Magazine. It explores recent research that underscores the critical importance of “soft
Find Out Your Cognitive Strengths and Weaknesses
How are your attention skills? How about your memory? Do you see things quickly and accurately? Are you a good problem solver? Perhaps you have questions about your own cognitive
Does Brain Size Matter?
A fascinating article in Cerebrum from the Dana Foundation makes the case that brain size matters by clarifying when and how the size of an animal’s brain makes a difference.
Wild Guesses May Not Be That Wild
If we don’t have facts to go on, we can still guess. We call them wild guesses, but they’re based on something. Sometimes, we call our guesses “educated,” meaning we
Who Is Smarter — Millennials or Baby Boomers?
Are millennials or baby boomers smarter? That is the question being researched by a middle school student who met with Betsy Hill, president of BrainWare Learning, via Nepris.
What Our Brains Think is Funny
April Fools’ Day reminds us to think about the lighter side of life and the age-old question: Why are some things funny? Now the neuroscientists have gotten into the game
Brain Processes that Support Sharing
Why is sharing so hard for very young children? Like many aspects of development, it has to do with our frontal lobes (prefrontal cortex, in neuroscience-speak) according to research. The
Cognitive Skills and Math
Reading involves the simultaneous, coordinated use of multiple mental processes, including attention skills, working memory, visualization, and planning according to an article written by Betsy Hill and published by EdCircuit.
Automaticity – What It Takes and Why It Matters
Automaticity is a concept we talk about in cognitive training — getting skills practiced to the point where they don’t require conscious thought. The concept also applies in other training
A Time to Ask Students to Think about Misbehaving
Often it is more effective to engage students in coming up with their own norms rather than giving them a set of rules for behavior. One teacher helped her students