Teachers don’t get lost in the grid view and have a dedicated Podium space.
All of our services and offerings are driven by the latest educational research. We continuously update our instructional strategies, coaching services and implementation efforts using both academic and field research. Our work is largely influenced by the authors, professors and intellectuals listed below.
Dweck, C.S. (2006a) Mindset: the new psychology of success. New York: Ballantine Books.
Dweck, C.S. (2006b) Is Math a Gift? Beliefs that Put Females at Risk, in S.J. Ceci & W. Williams (Eds) Why Aren’t More Women in Science? Top Researchers Debate the Evidence. Washington DC: American Psychological Association.
Dweck, C.S. (2012) Personal Communication, Teaching Mathematics for a Growth Mindset workshop, Stanford, CA, July.
Deeck, C.S., Walton, M., Cohen, L. (2014) Academic Tenacity Mindsets and Skills that Promote Long-Term Learning. Bill & Melinda Gates Foundation. https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf
"Instead of having students memorize and then practice endless lists of equations - which Takahashi remembered from his own days in school - Matsuyama taught his college students to encourage passionate discussions among children so they would come to uncover math's procedures, properties and proofs for themselves."
"Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence. The coach provides the outside eyes and ears, and makes you aware of where you’re falling short."
"Teachers, students and administrators are engaged in a constant process of figuring out what works and what doesn’t; why, for example, one student might be quickly gaining an understanding of symbolism in reading while another isn’t. Professional development is an experience that is not relegated to occasional seminars but is lived daily."
"To build empathy with users, a design-centric organization empowers employees to observe behavior and draw conclusions about what people want and need. Those conclusions are tremendously hard to express in quantitative language."