As educators, we know that tapping into student interests is an important aspect of motivation, which has been shown to increase learner engagement and thus learning outcomes. However, student interests are not synonymous with their learning styles, as many of us have been taught to believe.
This course focuses on understanding how learning science strategies, based on research, actually improve student outcomes and how that differs from what we know as “learning styles.” It is part of a series from ISTE's learning sciences initiative, Course of Mind, that debunks common myths about learning.
Course dates:
Opens May 2! This course is self-paced and can be completed anytime within six months of the course open date.
For custom cohorts of 100+ educators, reach out to isteu@iste.org.
Related Materials:
Who it's for:
- Teachers (K-12, any subject)
- Instructional technology coaches
- Instructional designers
- Instructional coordinators / Curriculum developers / Curriculum specialists
Course details:
- Course length: 2 hours
- Cost: FREE Member / $25 Non-member
- Course style: Self-paced
Dr. Teresa Caswell is an elementary school principal in Wake County, North Carolina, and an instructional assistant at Johns Hopkins School of Education within the Online EdD program. Her dissertation research focused on integrating critical reflection into equity- and identity-focused professional learning to increase cultural competency. Her current research-to-practice interests include integrating identity-development with teacher instructional practices to positively impact student outcomes. Dr. Caswell’s own professional background includes K-12 art education, post-secondary art history, and the integration of both into projects using learning-science strategies to support the learning of every student.