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How We Learn

Understanding the Science of Learning

Neuroscience and Human Development

LEARNER.

In a complex world of exponential change, the most important thing is to be a learner. Anyone and everyone at or associated with MV is a learner. To continually develop the knowledge, skills, and dispositions to actively design a better world, one must learn to thrive in any context. This requires engaging with a diverse network and participating on a variety of project teams -- giving/receiving feedback, reflecting on one’s learning, and revealing next steps along the journey. - MV×, Strategic Center

At Mount Vernon we are deeply interested in how people learn. In our strategic plan, MV×, we commit to enhancing our understanding of neuroscience and human development. Particularly, in the Instruction section of the MVx Framework, we are striving for the following objectives:

INSTRUCTION

The methods and practices for facilitating learning. For children - Pedagogy.

Emphasize instructional designs focused on inquiry-based learning (e.g., design thinking, project-based learning, project approach, visible thinking routines) that

  • Adapt to curiosities and passions of learners.
  • Optimize full engagement, deep learning, and high contributions of learners.
  • Draw on research in neuroscience and human development.
  • Strengthen local and global networks through a myriad of experts in diverse industries and environments.

On this page, we are working to catalog, archive and share the resources that we are finding most helpful in our journey to deepen our understanding of how people learn.

What We're Reading

Articles of Note

Selected Articles about Human Learning

"The adolescent brain-research finding that most typically breaks into education news relates to adolescent sleep patterns and how teenagers may require later start times for the school day in order to be at their peak efficiency in learning new material. But there is so much more about the adolescent brain that middle school and high school educators should be aware of, both as a motivator to engage in "brain friendly" practices and also to inhibit the use of "brain hostile" practices in the classroom."

"Neuroscience Should Inform School Policies." Thomas Armstrong. Education Week. October 7, 2016. Online.

Dynamic Collections

Books and White Papers

Longer Works on Learning

Our Partners

Active Collaborations for Learning

Mount Vernon engages partnerships that empower us to learn more deeply and to amplify our ability to contribute back to various causes. In our efforts to accelerate our work in neuroscience and human development, we are partnering with the Center for Transformative Teaching and Learning at St. Andrews Episcopal School in Potomac, Maryland. Beginning in 2017 and continuing for at least three summers, MVIFI funds three teachers at MVPS to attend the CTTL Science of Teaching and School Leadership Academy with the objective to deepen our organizational learning in Mind, Brain and Education Science.