Hodder Education
Research-Informed Teaching: What It Looks Like in the Classroom
Glenn Whitman
Research-Informed Teaching: What It Looks Like in the Classroom
US$ 23.99
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How many educators have read a book, attended a conference, or pursued college or graduate work in how the brain learns? When the editors of Research-Informed Teaching asked their colleagues, they found that only 20% had.

That discovery led to a strategic decision by their school-they would train 100% of their current and future teachers and administrators in the science of teaching learning, using the promising principles, research, and strategies in mind, brain, and education (MBE).

The editors started collecting cases of MBE in action, resulting in this compilation of research-informed stories that will engage the reader in the transformative work of using research to inform their practice in a way befitting what it means to be an evidence-informed educator.

Every child, every day, everywhere deserves teachers and school leaders who know how the brain learns. This collection provides models of how to make that possible in your classroom, school, district, or program with your students.

Title Page
Copyright Page
Part I, Who Are We Doing This For: Student Voice and Student Agency
A Student Recall
The Roots of Student Success
St. Andrew’s, Yale, and My Prefrontal Cortex
From Failing at St. Andrew’s to Failing at Stanford
The Teenage Brain
Chasing Sleep
Going Big on Retrieval Practice
Developing Students’ Voices
A Parent’s Mind, Brain, and Education Science
Part II, Early Childhood and Elementary: A Research-Informed Head Start for Our Youngest Learners
It All Begins in Preschool
Let Them Play (Part 1)
Let Them Play (Part 2)
Mindfulness in the Lower School: Changing Brains One Breath at a Time
Planting Seeds of Kindness
The Science of Reading: Transforming Our Approach to Reading Instruction from Good to Great for All Our Students
The Connected and Valued Child
Teachers’ Pets
The Differentiated Classroom
Student Manifestos
The Relationship Between Reggio Emilia and Mind, Brain, and Education in a Pre-K and Kindergarten Classroom
Part III, Secondary Part 1: Building the Foundations for Learning
To Planner or Not to Planner
Breaking the Frozen Sea
Emotion and Cognition
Belonging and Middle School
Is That a Threat?
Putting the Research on Student Emotions, Stress, and Achievement to Work in Classrooms and Schools
Listening for Understanding: Building Trust—and Equity—in the Language
Boosting Investment and Motivation
Advocating for Student Voice Is No Longer Enough: Now Is the Time for Students to Have Agency Over Their Learning
We All Need Executive Functions
Part IV, Secondary Part 2: Getting It In: Building Knowledge That Is Durable, Usable, and Flexible
How I Teach AP US History (Now)
Mathway to the Brain
Using Creative Writing to Improve Memory
Making It Stick Better
The Use of Laboratory Exercises as Formative Experiences in the Science Classroom
The Science of Forgetting and the Art of Remembering (Part I)
The Science of Forgetting and the Art of Remembering (Part II)
Dialing Down Stress without Dumbing Down My Class
On Pilgrimage in the Classroom
Part V, Secondary Part 3: Getting It Out: Assignments and Assessments to Make Students Think Hard
Rigor and Assessment in the 21st-Century Classroom
Brain Changer
Variations on a Theme
Metacognition in Action Across Disciplines
Taking a Plunge into the Depths of Choice
What Great Homework Looks Like
From Grant to Great Works
Putting It Together: The Mega-Awesome Research Project
Knowing vs Knowing About
Afterword: Our Challenge for You
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