Interactive Narrative-Driven Learning
Use research-informed Mind, Brain, and Education (MBE) Science of Learning strategies to transform the fictional classrooms and students of Dewey High—right from your phone.
Real-World Missions
Apply the strategies you’ve learned in each interactive adventure with your own students. Real coaches review your submissions and provide feedback within 72 hours.
Cutting-Edge Research & Field Guides
Neuroteach Global is informed by the expertise and experience of the Center for Transformative Teaching and Learning at St. Andrew’s led by the co-authors of Neuroteach. Their research base is embedded into each micro-learning experience, and can be reviewed in a Field Guide that accompanies each micro-course.
User Feedback, Insight, and Mentorship,
In Real Time from Real Teachers
Each virtual experience produces immediate feedback as users answer questions related to student experiences at Dewey High School. Additionally, each micro-course includes two real-world classroom missions; users receive feedback on these missions from master teachers within 72 hours of submission.
Teachers as Brain Changers
The Role of the Teacher in Mind, Brain, and Education
- Embrace the concept of neuroplasticity, and that all educators are brain changers
- Recognize ‘neuromyths’ that may appear in your teaching practice and address them
- Identify any implicit biases based on race, gender, or other identifiers that may be affecting your teaching practices
Classroom Design
Building a Better Classroom for the Brain
- Understand the impact the classroom environment has on working memory and attention
- Design a classroom that facilitates and tells the story of the learning that happens there, and reflects the students’ voice
- Understand how to create more space for students to visually show their thinking
Classroom Culture
Psychological and Emotional Safety for Learners
- Describe the relationship between emotion and cognition
- Strategically implement the use of positive emotion in the learning environment
- Understand that social belonging and academic belonging are different and manage both for students
- Depersonalize and normalize struggle, so students can see their successes and challenges as separate from stereotypes
Course Syllabi
Planning for Forgetting
Structuring Units and Lessons that Prevent Knowledge Decay
- Describe the relationship between working memory and long-term memory
- Design your curriculum to teach study strategies alongside content
- Apply retrieval practice, spacing, and interleaving in curriculum design
- Balance direct instruction and assigned projects to build knowledge that is durable, usable, and flexible
Practice Made Perfect
Homework, Assessments, Rubrics, and Grading
- Explain why quality of homework is more impactful than the quantity of homework
- Design high-quality homework
- Reduce cognitive load for students when they are away from the classroom setting
- Make homework a time for independent practice and mistake-making
Building for Every Brain
Universal Design for the 21st Century Learner
- Understand the importance of designing curriculum for learning variability
- Identify core competencies in advance, and have scaffolds prepared to help students with them
- Be prepared to choose teaching modalities based on content, not on perceived “learning styles”
Course Syllabi
Learning Made Memorable
Enhancing Retention and Recall of Information Covered
- Identify strategies to create usable, flexible and durable knowledge
- Design assignments with elements of retrieval practice, spaced practice and interleaving
- Use formative assessments to gain insight into students’ knowledge and aptitude
- Maintain awareness of cognitive load and the limitations of active working memory in lesson and unit planning
The Engaged Brain
Grabbing Student Attention and Keeping It
- Design classes to incentivize thinking hard
- Use multiple modalities for teaching and assessment
- Apply novelty, relevance, and choice to increase student engagement
- Explain the benefit of struggling during the learning process, and design lessons where students make and learn from mistakes
Feedback Loops
Finding Out What Your Students Know and Providing Feedback to Get Them to the Next Level
- Articulate the difference between formative assessment and summative assessment
- Be able to give high-quality feedback
- Design opportunities for students to act on feedback soon after receiving it
- Understand the differences between feedback given at the start of the year versus the end of the year
Course Syllabi
The Science of Study
Research-Backed Strategies for Students of All Ages and Abilities
- Teach study strategies in class, alongside content, and include time to practice them
- Recommend study strategies that aid in deeper retention or are more efficient
- Advise students on effective learning environments and study methods to use outside of school
Thinking Outside the Brain
The Mindsets and Metacognition of Successful Students
- Know that building metacognition could be one of the most impactful learning strategies
- Understand the difference between metacognitive knowledge and metacognitive skills
- Include activities that aid in the development of metacognition
- Use modeling to help students develop their metacognition
The Brain at 100%
Student Well-Being via Brain Need Management
- Describe the relationship between emotion and learning, and design effective lessons with this in mind
- Understand the relationship between habits such as sleep, nutrition, and physical activity and the ability to learn
- Design activities that have value and purpose, and which build motivation and students’ self efficacy
