After participating in coursework centered on learning science, these teacher-candidates have changed their approach to instructional decision-making.
What does science tell us is the most effective way for humans to learn? That’s the question that drove the Louisiana Resource Center for Educators (LRCE) — one of the state’s oldest and largest alternative teacher-certification programs — to join the Learning by Scientific Design (LbSD) Network.
As an adult attending college for the first time in her fifties, Lesli Kathman knows firsthand that instructors’ assumptions about what students bring to the classroom can be detrimental to learning if they’re not accurate.
Every morning, when future teacher Ben Mueller turns on the light in his bedroom, his fingers brush against a taped-on index card that reads, “Memory is the residue of thought.”
One teacher-candidate shares how she moved from believing in neuromyths to implementing evidence-based instruction with students.
On a bright winter day in a classroom 30 miles north of the Louisiana coast, a class of third-grade students listened carefully as their teacher,…
This blog post is part of an ongoing series highlighting the work of our Learning by Scientific Design (LbSD) Network, a group of 10…
This blog post is part of an ongoing series highlighting the work of our Learning by Scientific Design Network, a group of 10 educator-preparation…
Since our inception, Deans for Impact has advocated for aspiring teachers to explore our best scientific understanding of how humans learn. We…
What do over 1,200 aspiring teachers know about the science of learning? That’s the starting point for the Learning by Scientific Design Network,…
