This post from Dr. Sandy Rogelberg previews a session at the 2022 AERA conference in San Diego, CA.
I’m pleased to be presenting at this year’s…
Programs in the Learning by Scientific Design Network are bridging theory to practice by inviting clinical educators into the work.
Dr. Sandy Rogelberg shares about her work with Deans for Impact, which she’ll present in early March at the AACTE Annual Meeting.
Faculty members reflect on the process of changing coursework to help future teachers better understand the science of learning.
When faculty collaborate, they create better experiences for teacher-candidates.
At the University of Missouri—St. Louis, faculty are using learning science to connect coursework to clinical experiences, creating a more cohesive experience for future teachers.
Usually, coaches are the experts dispensing strategy and advice. But sometimes, they need someone in their corner too.
Effortful-thinking questions are like scuba-diving gear for learners. They provide the means by which to “dive deep” on a new concept or idea.
After participating in coursework centered on learning science, these teacher-candidates have changed their approach to instructional decision-making.
Imagine you’re observing a third-grade classroom. The teacher has just finished a multiplication lesson, and is walking down the rows of desks,…
