Mind Mapping – I use this when introducing new topics so students can visually connect new concepts with what they already know.

Chunking – Breaking content into smaller pieces really helps my students retain information, especially when reviewing for tests or exams.

Finch, C. E., & Zelinski, E. M. (2005). Normal aging of brain structure and cognition: Evolutionary perspectives. Research in Human Development, 2(1-2), 59–82. https://doi.org/10.1080/15427609.2005.9683345

Walker, Z., Hale, J. B., Chen, S. H. A., & Poon, K. (2019). Brain literacy empowers educators to meet diverse learner needs. Learning: Research and Practice, 5(2), 178–188. https://doi.org/10.1080/23735082.2019.1674910

Spaced Repetition – I use this a lot during SOL prep. Spreading out practice helps make learning “stick.”

Active Recall – Instead of just reviewing notes, I have students quiz each other, which really helps solidify learning.

Bairy, L. K., & Kumar, S. (2019). Neurotransmitters and neuromodulators involved in learning and memory. International Journal of Basic & Clinical Pharmacology, 8(12), 2777–2782. https://doi.org/10.18203/2319-2003.ijbcp20195296

Pearson, R. A. (2019). Neuroplasticity. In StatPearls. NCBI Bookshelf. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK557811/

Scaffolding – I provide support early on and gradually pull back as students build confidence.

Differentiated Instruction – I tailor lessons to match students’ developmental levels and background knowledge.

Investing in young adolescents’ cognitive and social-emotional development. https://doi.org/10.1080/00940771.2020.1787749

Blakemore, S. J. (2008). Development of the social brain during adolescence. https://doi.org/10.1080/17470210701508715

Growth Mindset – I remind students that intelligence isn’t fixed—it can grow with effort.

Emotion Regulation – I teach simple mindfulness techniques and self-talk to help them manage stress during assessments.

Campbell, S. R. (2011). Educational neuroscience: Motivations, methodology, and implications. Educational Philosophy and Theory, 43(1), 75–91. https://doi.org/10.1111/j.1469-5812.2010.00701.x

Mazer, J. P. (2019). The influence of emotional contagion on student perceptions of instructor rapport, emotional support, emotion work, valence, and cognitive learning. https://doi.org/10.1080/10510974.2019.1622584

Multisensory Learning – I use visuals, movement, music, and manipulatives to help content stick.

Immediate Feedback – I make it a point to give quick, clear feedback so students can learn and adjust right away.

Tan, Y. S. M., & Amiel, J. J. (2019). Teachers learning to apply neuroscience to classroom instruction: Case of professional development in British Columbia. Professional Development in Education, 45(1), 70–87. https://doi.org/10.1080/19415257.2019.1689522

Bruer, J. T. (1989). Caution! Applying brain research to education. https://doi.org/10.1080/00098655.1989.9955718

Collins, M. (n.d.). Applying insights from neuroscience in the classroom. Edutopia. https://www.edutopia.org/article/applying-insights-neuroscience-classroom