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Become a better teacher in 10-15 minutes a day—anytime, anywhere.
Infuse your classroom practice with the latest research-informed strategies for helping students learn and achieve their highest potential.
How well do you know your MBE?
Neuroteach Global Course Features
Transform your teaching with an innovative, flexible approach to understanding how your students’ brains learn, work, and thrive. Every micro-course includes:
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.
Distance Teaching and Learning Resources
Our Distance Learning Track is designed to support your professional learning no matter what school looks like in the fall, whether your school or district returns or campus, continues distance learning, or adopts a hybrid model. These micro-courses offer eight hours of professional learning that can help a teacher, school, or district consider how the best research in belonging, memory, metacognition, motivation, mindset, feedback, and social and emotional learning can inform how you challenge and support students.
Level I Course Outline
Level I offers 12 micro-courses within its four learning tracks:
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
Course Syllabi
Testimonials
“It was an enriching experience that didn’t take a large time commitment – which I think is the perfect mix for teachers!”
Deanna Detmer
Kent Denver School
“I am LOVING Neuroteach! It fits so perfectly into my crazy schedule! When I need a break from working on something, I have found my activities a great reprieve! I also love the way I may not know the information (yet) but the program provides immediate feedback.”
Leslie Frei
Teacher Specialist for Early Childhood Education, Frederick County Public Schools
“I think my Neuroteach Global track was the best, most practical summer reading I have done in my 19 years teaching at St. Andrew’s. I found the field guides associated with each of the micro-courses, especially the strategies section, especially helpful.”
David Brandt
History Teacher, St. Andrew’s Episcopal School
“I like how the learning is self-paced, and how you have the opportunity to learn from a mistake—to try it again.”
Larissa Bosman
American International School of Johannesburg
“I enjoyed the innovation and using a tool that takes a different approach to implementing ideas from professional development sessions.”
Jason T. William
Principal, Northeast High School
“I liked that there was a coach willing to help us out, talk to us and give us feedback.”
Marta Medina-Hernandez
Teacher, Meade High School
“I believe this would be beneficial for new teachers after they have been in the field for a while AND for seasoned teachers to evaluate their practice!”
Sue Grabe
Induction Coach, Grant Wood Area Education Agency
“As a micro-course designed with the busy teacher in mind, Neuroteach Global hits the mark. Its simple, concise approach introduces and examines topics clearly and in a way that makes the content accessible, engaging, and memorable. The course provides a well-designed entry point for teachers into Science of Learning concepts and is an innovative and engaging way to deliver professional development.”
Fatima Jibril
ISTE
“I absolutely LOVE your courses! It takes me a while to get through one of the scenarios; I take very detailed (hand-written) notes. I don’t want to miss a thing! I also really love how you’ve developed the courses to include all of the research-based strategies you’re teaching.”
Kirsten Gould
Bonny Eagle Schools
“The course was very easy to navigate. The length of each chapter was perfect as it provided large amounts of good information in manageable ‘chunks!’”
Mary McGonagle
Park Tudor School, IN
“I very much enjoyed the short sessions and the quick ideas to transform my classroom.”
Alli Treese
Princeton Day School, NJ
“I love it! It looks simple, entertaining, and at the same time, it is so easy to get engaged and motivated to apply the lessons. Teachers will enjoy while learning – I would even like to study the whole program for myself!”
Marithza Aldazábal
Dual Language Immersion Program Teacher, Granite School District, UT
“I think the Neuroteach Global initiative you have launched is truly outstanding. The content thoroughly encompasses the latest cognitive science research about learning and your menu-driven and bite-sized options for online learning are mindful of the time pressures teachers face–all with lots of immediate feedback via personal coaching. This professional learning model is what ultimately will make a difference in the translation of best-practice learning research into more effective day-to-day teaching and student learning. Much of this information is available online (or in print) but few providers, if any, have thought through how to deliver it to teachers in clear and meaningful ways that models deliberate practice.”
Kevin Mattingly
Associate Professor, Teachers College, Columbia University
“Our students love your book [Neuroteach] as well as the online resources. It is great when I hear from my doctoral students at the beginning of the quarter, since so many tell me they actually read your entire book the first week of class or have already shared many of your resources with their colleagues.”
Dr. Betts
Drexel University
“Teachers are eager for evidenced-based practices they can use in their classrooms to support their students. We are pleased to support the efforts of the Center for Transformative Teaching and Learning to develop a novel approach to online professional development that uses learning science principles to provide the substance for how teachers can help their students.”
Bror Saxberg
Vice President of Learning Science for the Chan Zuckerberg Initiative