Unleashing researched strategies for the classroom leads to
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Education Specialist, Speaker, and Consultant
Veteran K-12 Teacher
Working over 12 years with cognitive scientists researching how people learn
A developer of research-based strategies for classrooms
Co-author: Organizing Instruction and Study to Improve Student Learning, IES Practice Guide
1 of 15 task force experts on Neuromyths vs. Neurotruths for NCER, National Commission on Education Research
Featured: NOVA: School of the Future
Featured: Scientific American: Researchers find that frequent tests can boost learning, Annie Murphy Paul
Educational Advisory Board for Federal Reserve Bank St. Louis
Provide presentations and consulting to school districts around U.S.
Member: IL State Teachers of the Year (ILSTOY) and National Network for State Teachers of the Year (NNSTOY)
Fulbright Scholar in Russia
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Achieving success for ALL students ALL the time
"When we think about learning, we typically focus on getting information into students' heads. What if, instead, we focus on getting information out of students' heads?"
Pooja Agarwal, Ph.D.
Cognitive Scientist, Founder
Getting information out of people's heads makes sense, right? Of course we, as teachers, need to teach information to our students. We know how to put the information in. Yet, how many of us know how to pull the information out? The research is clear. There are specific principles that enable students to remember, to gather, to synthesize. Feedback-driven Metacognition, Spacing, Interleaving, and Retrieval are the authentic, researched methods that lead to robust learning. It is time to get these researched principles into the hands, and minds, of teachers.
As a veteran teacher, the one thing I hear each year is "I can't believe I'm getting a good grade. I'm not smart. I've always gotten Fs in this subject." By 6th grade, I have witnessed 11-year-olds internalize failure. It is not the students who have failed; it is often our teaching strategies. I have worked with cognitive scientists for many years studying how people learn. I have taken this information and developed teaching strategies that lead to powerful learning. Whether the strategies are old or new, the focus is on how to create purposeful, powerful teaching that leads to authentic learning.
Let me help you
You may be able to tell that I am absolutely passionate about student success. For years, I have wanted to shout from the mountaintops that these principles and strategies work! Will it take away time from teaching content? No. Is this the latest fad? No, these are all research and evidence-based.
Let me share my expertise and resources with you. I am available for professional development and consulting.
Powerful Teaching: Unleash the Science of Learning Endorsements
Great people are saying great things!
In Powerful Teaching, educators at every level will find a treasure trove of new techniques they can put to use in their classrooms, all of which are grounded in the latest research on how students learn. Accessible prose, practical strategies, and solid scientific support—these elements combine to make this a book that will benefit all teachers and, more importantly, their students.
James M. Lang, Author of Small Teaching: Everyday Lessons from the Science of Learning
Powerful Teaching shines a spotlight on the partnership between teachers and students in learning, by emphasizing student responsibility in the classroom. Using a set of clearly defined Power Tools, this guide equips educators to empower students to take charge of their own learning.
Mandy Manning, 2018 National Teacher of the Year
"Patrice Bain--one of the best professional development days I've ever had! Why didn't I learn this before? I can't wait to apply these strategies in my class!!"
A few favorites that have guided my journey...
Sites and Books
Learn about retrieval practice:
Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel
Why Don't Students Like School? by Daniel T. Willingham
Teach Like a Champion by Doug Lemov
Small Teaching by James Lang