“If we are going to teach, we need to understand what it means to learn.”
-Jim Heal, Harvard Graduate School of Education
It all begins with human cognitive architecture. Understanding the limitations of working memory and the infinite capacity of long-term memory allows educators to more effectively design and teach lessons, prepare classrooms, and draw students’ attention to the most meaningful content so that little learners are more likely to grow in their knowledge.
The more you know, the more you can learn.
Achieving transformative student learning outcomes requires developing educator appreciation of the power of building knowledge, particularly in the early childhood space in low income communities. The majority of children in low income communities are dependent on school to build their literacy and numeracy skills. Additionally, educator turnover in the early childhood sector is exceptionally high.
To effectively address these barriers, we provide each district with 3 years of support. Year one is dedicated to planning and developing leader/educator knowledge and skill in the Science of Early Learning. In years two and three we focus on ongoing educator development, data collection, and real-time feedback, as well as packaging all training materials into a “train-the-trainer” format and ensuring the resources are effectively distributed statewide.