The Connections Methodology Explained: Why We Do What We Do The Connections methodology integrates a personalized and humane approach to education with the objectives of professional quality, celebrating diversity, and catalyzing new experiences to stimulate innovation in education. Their courses are based on evidence from educational research and neuroscience. They use a flipped classroom model, differentiate instruction, focus on visible thinking and writing, and see learning as a social construct. Their methodology includes mini-libraries of varied resources, discussion forums to apply concepts and build community, and synchronous class sessions for in-depth discussion.

1. The Connections Methodology Explained:
Why We Do What We Do
Written by:
Tracey Tokuhama-Espinosa, Cynthia Borja and Mishel Tirira*
*Based on the work by Tracey Tokuhama, “Manual de Metodología de Conexiones”, registered in the Ecuadorian National Directorate of Copyright and
Related Rights with Certificate No. QUI-056797

2. The Connections Philosophy
Connections: The Learning Sciences Platform integrates a personalized and humane approach to education. Our objectives are professional quality,
celebrating diversity, and catalyzing new experiences to stimulate innovation in order to articulate, develop and sustain educational initiatives that improve
the quality of education. Our interdisciplinary team has more than 100 years of collective experience in educational research and the training of
professionals in the learning sciences.
We are proud to not only be up to date in contemporary trends, but to lead transformations in the field of educational sciences. The collaborative work of
this team has as its mission to help people, groups and learning communities to maximize their potential through continuous training, research and the
development of strategies using an interdisciplinary and international perspective.
In Connections we think about the teaching-learning process in a different way than the traditional conceptualization. Instead of a linear process that goes
from the teacher to the students, we think of a spiraling and dynamic process that involves learning, re-learning, un-learning and new learning. This new
way of thinking about education has its roots in the science of Mind, Brain, and Education, and is based on neuro-constructivism - the natural way in which
the brain constructs knowledge learned not only in a school-setting but in the whole world.
Our courses are centered on the belief that a person’s nature (genes), and their upbringing and experiences (nurture), combined with their free will (choices
and decisions in life), determine the results of their learning. We think it is important for teachers to understand how biology and the environment influence
the learning potential of the individual, and how they are impacted by the individual's attitudes toward challenges. That is why we base all our work on
evidence and use the motto: "nature through environment, plus free will".
This philosophy of learning is compatible with most of the trends on best educational practices worldwide and differs mainly in how we interact with
students and how we use technology to make the best use of time. This means that, regardless of the starting point of the participants, we have something
for them and their institution.
Attitudes
We understand that this course format is different from what has been done previously. What we offer is not a MOOC or "distance education" but a unique
instructional design that takes advantage of the tools of online platforms in a different way. Our research and publications on this instructional design are a
wealth of evidence since 2014 that gives us confidence that the courses we offer take advantage of the best use of technology to create the best human
interaction possible.
After four years of piloting our methodology in the course "Neuroscience of Learning" at Harvard University (Extension School) we can demonstrate with
evidence (as, for example, the feedback of students who have passed through this course) that this Instructional design improves learning outcomes.

3. We have learned that if students…
● Are open to feedback, they will learn faster.
● Listen and learn from their classmates, they will broaden their perspectives on the subject.
● Explore the bundles on each theme, they will learn more deeply.
● Participate in class, not only will they be intellectually generous, but they will open their ideas to criticism and therefore, they will learn about
themselves.
● Reflect, they will know what they know and what they do not know, and therefore, they will learn better next time.
Below are some conceptual frameworks on which our methodology is based.
Visible Thinking
In Connections we work off of the knowledge that the person who does the work is the person who does the learning. For this reason, our courses facilitate
many opportunities for reflection and interaction to make thinking "visible" thinking, as promoted by the authors Richhart, Church and Morrison (2011),
including 3-2-1 Reflections (three things you did not know before; two things that you want to continue researching, one thing that you consider changing in
your personal or professional life), protocols to measure growth of ideas ("I used to think ... and now I think ...") and to facilitate the exchange of ideas and
peer feedback ("I see ... I think ... and I wonder ...").
Differentiation
Giving everyone what they need to succeed does not mean treating everyone equally. We know that human brains are as unique as human faces, that there
are no two equal brains, and that each person has different potentials in different areas (Tokuhama-Espinosa, 2014). For this reason, we consider that
differentiation is essential in learning. Consequently, we use several resources, such as a mini-library for each topic, which has different resources for
different levels of knowledge, and summative evaluations at different times to maximize the learning and potential of each individual in different areas.
Backward Design: Starting with the Objective in Mind
Backward Design has three steps. First we must decide what the objective is. The objective can be expressed as an educational competence (knowledge,
dexterity and / or attitude). Next, we must choose the success criteria or indicators to verify that we are achieving our goal (s). Finally, we must select the

4. best methodology, strategy, and / or activity and the best resources to achieve this objective. Taking into account the importance of this type of design, the
Connections courses are built through Backward Design.
In educational planning it is essential to use Backward Design to ensure progress towards achievements, make objectives measurable, visibilize objectives
and be efficient in the proper use of resources and time. This type of design is important from the macro level, for example, when making decisions about
educational quality indicators, up to the micro level, for example, by defining the most appropriate intervention to ensure that a student decodes a
particular phoneme so that he learns to read.
Writing is a way of thinking
In Connections we know that writing well depends on being able to read well, that being able to read well depends on reading a lot, and that "writing is a
way of thinking" (Wolcott, 1990, p. 21). For this reason, in our courses we offer the opportunity to read and write better through the exploration of topics,
both through reading and writing.
The courses are demanding in writing because we know that writing is a vital dimension of thinking. We understand that some students will enter the
Connections courses knowing how to write well in colloquial form and with some difficulties in academic writing. Therefore we offer a lot of feedback in
written and oral form because we know that if students are open to feedback about their work, they will also improve their reading and writing. In
Connections, we do not care how many mistakes are made, as long as they are different for each iteration of the activity.
To guide students in this, in addition to detailed feedback, we have developed a series of support resources on writing and APA (American Psychological
Association) format, including videos, templates and working models.
Learning as a social construct: 1 + 1 = 3
In Connections we know that learning is a social construct. We know that if you have a good idea, and I have a good idea, by combining the two ideas we can
get something better than you would have expected by doing it individually (Tokuhama-Espinosa, 2014). In addition, we know that social contagion explains
why the members of a learning group manage to function as an entity that benefits all its members and we build exchange opportunities in our forum
design and in small groups in the main classroom to do this. In Connections we focus on the social factor of learning in various ways such as, using the
experiences of individuals as examples of class, the availability of virtual spaces for students to meet, the use of social forums to share news and the
conscious grouping of students in private class-work to take advantage of the group's knowledge.

5. Design of the Courses and Tool Use
The Flipped Classroom
The flipped classroom model has gained much popularity since the 2000s and arose due to the technological advances that contribute to changes in the
delivery of information (Mok, 2014) as well as the appreciation of the importance of active learning (Roehl, Reddy, & Shannon, 2013). The model moves
away from the traditional teaching system in which the teacher presents the information to the student during the class and provides the student with tasks
to do after class (Mok, 2014). In the flipped classroom model, this process is reversed or "flipped" in such a way that the teacher "imparts" the information
to the student before the class (for example, through videos or readings) and spends time in class working together with the students in activities related to
the subject taught (Mok, 2014). That is, in the flipped classroom model
that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder
work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates (Brame, 2013, n/p)
This system is student-centered, unlike the traditional model that focuses on the teacher. In this system, the student assumes responsibility for their own
learning experience, independently developing the assigned work, and exploring and familiarizing themselves with the class material autonomously (Roehl,
Reddy, & Shannon, 2013). Preparation before class influences the quality of the experience in the synchronous class, therefore, the student learns to
self-organize in order to take advantage of his time.
Using the logic of Backward Design, the Connections courses are organized to maximize the best use of face-to-face time (live class) and follow a flipped
classroom design, 100% online. The contents to be taught (which, in a regular classroom, are presented during live meetings) are recorded on video and
viewed by the students before class, allowing more time during group synchronous meetings to investigate in depth the material that was reviewed before
class. The videos and readings offer the theoretical background and research findings related to the topics of the module, while class meetings, discussion
forums and reflections allow the information to be used authentically. For each hour of class contact, students are expected to spend between two and
three hours preparing homework, reading, researching, watching videos and interacting with classmates in the discussion forums.
Instructor Presence
In our courses we have multiple modes of access to the different instructors. Instructors are available to students through synchronous and asynchronous
methods, via email, office hours, discussion forums, live chats and messaging tools. We do this because we know that the social presence of the instructors
promotes student sense of belonging and affective commitment, as well as the construction of the community, all of which is conducive to better learning
(Baker, 2010; Dixson, 2010; Dixson , 2015).

6. Class Participation
Synchronic participation in class is part of the inverted classroom model. We know that human beings learn best when they apply theories authentically to
real life and face-to-face time is used to help learners understand the authentic use of learned subject matter. Classes are offered by video conference
synchronously according to the schedule defined for each course. This allows students in different countries of the world to share the same classroom and
decipher the contents of the course together. Therefore, students are expected to attend the online synchronous class and actively participate in it.
Another reason for the requirement of participation in a synchronous class is because participation in class is important to be able to feel part of the
learning community. The live participation of a student helps them feel part of the group and learn how their understanding of the information is influenced
by other people, thus relating in a better way with the instructors and their peers.
Considering that each person is different, in our classes we offer two ways of interaction during the synchronous class. The main way is through the live class
and the interaction between the main teacher, the student and their classmates using the videoconferencing platform tools (Zoom). Sometimes there is a
division into small groups in the "break out rooms", other times the whole group participates in polls ("polls") to have anonymous polls or opinions on
topics. In other instances, the instructor guides a debate on important issues or questions the participants about their personal experiences. It is common
for students to answer questions in the chat, and some are called to share and deepen their ideas with the group.
Another way used to interact is through the live chat. Unlike other classes, during our live classes we really encourage the students to have parallel
conversations to the main discussion. The chat allows instructors and students the opportunity to confirm information, share opinions, experiences,
interesting resources and interact with each other, and allows students with connectivity problems (no microphones or cameras) to participate in class in an
active way. It also allows people who are less willing to talk in class to share their ideas with classmates through written messages. We value these two
communication channels in Connections because we know that learning is social and because we know that it is not natural to "keep the questions to the
end" of the presentation or idea. Sharing with colleagues in this way helps people feel they belong, improves student participation and results in a greater
commitment to learning (Finn and Zimmer, 2012).
Discussion Boards
While discussion forums are common in online courses, in Connections we use them in a slightly different way. In a distance class, the forum is usually used
as an indicator that the student has read the material and is able to answer a question related to the topic of the week. In Connections, we use the
discussion forums mainly to create personal significance about what we see in class, and to create a learning community through dialogue.
We ask students to answer a question based on their personal and professional experiences, as well as the literature in the class. This is important since it
allows the student to reflect in a practical and relevant way for their personal life regarding the materials, concepts, theories, and elements discussed in
class. It also allows instructors to understand the "starting point" of each apprentice with the concepts, be it advanced or beginner. Each unit has one or

7. more questions or approaches in the discussion forums. These serve to reflect on students' ideas and to motivate them to listen and exchange ideas with
others, challenge previous beliefs, and open their minds to different ways of thinking.
This strategy of personal reflection regarding the material is used to ensure a deep and lasting learning, linked to emotions and curiosity, which will be
relevant for the student over time (Jones, 2009).
In addition, since we know that learning is highly social, we ask students to respond to their classmates in a substantive and profound way, and we seek to
maintain dialogue and conversations in the forums. In this way, a learning community is created that provides support to all learners, makes students
experience a greater sense of belonging and affective commitment, factors that have been found to improve learning (Finn and Zimmer, 2012). Initial
responses require full reflections and responses to other learners do not allow simple answers such as "I agree" or "I like your ideas", but require reflection
and investment in the other learners, as seen in the rubric of the forums.
We ask that responses be concrete and coherent:

8. Additionally, they must indicate personal relevance and include information and evidence from the materials related to the topic:
Finally, the responses to peers must be substantial:

9. In each module students must write an original answer (200 to 250 words) to the question published in the discussion forum. In addition, students must
read and answer substantially (in 75 to 100 words) to the main responses of at least two other learners. All main responses must be sent no later than
midnight of the day before the synchronous class, so that information can be incorporated into the synchronous class. Despite this, since early publications
generally receive more comments from their classmates and instructors, students are encouraged to publish as soon as possible. Responses to at least two
classmates must be sent no later than one week after the live class. Forum posts should be substantial, encouraging, constructive and well documented with
evidence from course readings and / or reliable external sources.
Mini-Libraries or “Bundles”
In Connections, we understand that our students take courses from different levels of prior knowledge on the subject. Sometimes we have people who are
on their way to get their doctorate and people who have not taken a course in 20 years in the same class. Therefore, we know that we have to differentiate
the materials on each subject. In addition, we know that all new learning goes through the filter of previous experiences (Tokuhama-Espinosa, 2014), which
implies that we must take advantage of each student’s previous knowledge by selecting materials in different modalities (videos, readings, podcasts, among
others) and different difficulty levels. For these reasons we create mini libraries with a variety of resources on each topic (available free of charge on the
internet).
Instead of using a textbook or a unique resource for the course, each unit is accompanied by one or more compendiums or mini-libraries. The mini-libraries
(or “bundles”) were first created in the Harvard course by Tokuhama-Espinosa in 2014 when they had masters, undergraduate and non-credit students in the
same course. The students reported a high level of satisfaction with the differentiation offered by the bundles and with their low cost. These bundles are
online collections that consist of a variety of links to magazine articles, videos, podcasts, websites and other free resources. These libraries have material
with different levels of difficulty (beginner, intermediate, advanced) and in different formats (video, indexed article, book and university essay). This allows
each student to have an entrance to knowledge from different starting points allowing each student to build on their previous knowledge, something that
improves their learning experience (Tokuhama-Espinosa, 2017). In addition, it allows each student to review the information in the format of their choice.
Students can explore these resources and materials and find their “ideal” starting point so that, based on their prior knowledge, they build new knowledge
and grow their understanding in appropriate stages. This means that the same course can have students of different educational levels, and / or with
different levels of knowledge.
Quizzes
Evidence about how people learn and about what helps a student learn in a better way indicates that taking a few high-stakes tests may be less beneficial for
students than taking several light-weight tests ( "Low stakes"). Taking several low-weight exams instead of a few heavy exams can:
1. Help reduce the achievement gaps of those students who arrive less prepared for college (Pennebaker, Gosling, & Ferrell, 2013).

10. 2. Help reduce the anxiety that some people cause when taking high-value tests (Agarwal, D'Antonio, Roediger, McDermott, & McDaniel, 2014).
3. Create processes of active recovery and recovery practice (both elements of memory), which improve the student's memory and, therefore, learning
(Brame and Biel, 2015)
4. Contribute to recovery practice processes that facilitate metacognition, mainly self-monitoring of self-understanding and self-regulation of study
decisions (Littrell-Baez, Friend, Caccamise, and Okochi, 2015).
5. Establish a "preview" of the important concepts of each module, allowing a focus on the main ideas and a natural "search" of the brain for the
mention of those ideas in class materials (Richland, Kornell, and Kao, 2009). The "pre-test effect" shows the effectiveness of this practice (Karpicke
and Grimaldi, 2012).
For these reasons, although many teachers traditionally use the tests to assess their students' knowledge or to make sure they read the material sent, in the
Connections classes we use this tool differently. First of all, the tests fulfill the function of measuring the growth of student knowledge: the first shot is used
as a baseline of knowledge, while the following shots show the growth after reviewing the subjects and / or attending the live class. They also fulfill the
function of ensuring that, when we meet synchronously, we all have the same basic knowledge of the terminology, concepts, and theories on which we will
work (particularly since this type of knowledge can be reinforced through frequent testing ).
Although in the Connections courses the important thing is the actual learning that an individual goes through rather than the grade obtained for a
particular task, the quizzes are graded mainly considering the results of studies such as, for example, the study by Trumbo, Leiting, McDaniel and Hodge
(2016 ). These researchers conducted a series of experiments with students and found not only that including mandatory tests within the graded
assignments in the course had a positive and significant impact on students' learning outcomes, but also that the majority of students who were not
required to take quizzes as a regular and graded element of a course did not have the intrinsic motivation to do so, nor were they extrinsically reinforced to
do so given the absence of accounting for their performance towards class qualification (Trumbo, Leiting, McDaniel, and Hodge, 2016).
Despite being graded, in the Connections classes the student can take the quiz for each module as many times as he wants in order to strengthen his
knowledge of key terms and concepts. At a minimum, it is suggested that the student take the quiz twice. First, the student should take the quiz once before
reviewing the module content; this will establish a baseline of the student's knowledge and will guide him towards the module content. Then, the student
should take the test a second time after having watched the pre-class video, explored the resources in the bundles, and attended the synchronous class; this
will show the student’s growth in the subject. While the student can take the quiz as many times as he wishes (and get a perfect grade!), only the highest
grade will remain. When structuring the quizzes in this way, the tool is used as a formative evaluation, not summative, it takes advantage of the memory
systems in the brain to consolidate knowledge and the learning of the basic concepts and the vocabulary of the course is improved.
3-2-1 Reflections
To think clearly about complex ideas, we also need time for reflection, not just instructional time. In traditional classrooms, we share a lot of information -

11. sometimes so much information that is overwhelming - that is why the incorporation of a time for reflection is part of the best practices in the classroom.
Time for reflection is necessary to think clearly about an idea, understand it, and learn it (Yiend, 2010). The opportunity to reflect on material seen in class
from a personal perspective can affect memory, emotions, attention, personal relevance of information, and student commitment, among others (Wolff,
2015; Yiend 2010; Young, 2018)
For these reasons, in the Connections classes we dedicate time to reflection, so that the information becomes relevant for each student, thus improving
their learning process. In our courses, students question their beliefs and ideas, answer why they do certain things in their daily practice and how they justify
what they have done over time.
To reflect and document the learning progress on each topic, after each live class, students develop a 3-2-1 reflection during the last minutes of each live
class. The 3-2-1 Reflection is a brief questionnaire that asks you to identify three things you did not know before class, two things you will investigate further
or share with another person, and one thing that will change in your personal life or professional practice due to the information learned during the module.
The quality of the 3-2-1 reflection, together with the contributions of the chat and participation in class discussions determine the level of participation in
the synchronous class. The 3-2-1 of the classes in Connections is a modification of the concept introduced by Ritchhardt, Church and Morrison in their 2011
book, but differs in the element of "three words," "two questions" and "a metaphor or simile”.
The rubric for the Connections 3-2-1 Reflection is as follows:
In the last minutes of class, you will be asked to come to this activity and post in brief (from six to ten sentences):
● Three things you didn't know before class
● Two things that you are going to share with another person or keep investigating because they are so interesting
● One thing that will change in your personal life or professional practice due to the information learned in this module
Unlike other courses, in the Connections courses, we use the reflections of the students not only to capture the moment but throughout the course. We
accumulate the reflections and at different times of the course (mid-term and at the end), we review them with the group to establish growth regarding the
subject and the topics of the course. In the last class, we gather all the reflections of all the participants of the course to have a group reflection on the
cumulative learning that serves to summarize information, but also, to personalize the relation to the themes to the real life of each student. We also use
3-2-1 Reflections to make sure there are no misunderstandings as to course topics or what was said in class.
Rubrics and Feedback
The rubrics used in the Connections courses are shared and, if necessary, modified with the students before the tasks are completed. The general structure

12. of the rubrics is maintained in several tasks, so that students can become familiar with the information and, after students receive comments, they are
encouraged to respond and react to the different criteria. In general, the rubrics are very detailed and explicitly narrate each level of achievement, because
we know that students really appreciate understanding expectations and having transparency about the grade (Brophy, 2010; Jones, 2009). In addition, we
know that students feel motivated and have a positive outlook on the class (and learn best) when they have the opportunity to reflect on how they can
improve next time (Jones, 2009; Mujis and Reynolds, 2017).
Rubrics are just one of the tools we use to give feedback with great frequency within the course. As students receive constant feedback in a variety of forms,
both written and verbal, they become accustomed to reflecting on their work at various stages of the learning process. This type of detailed feedback
improves learning, self-efficacy, and corrective strategies (Brewer and Burgess, 2005; Jones, 2009; Tokuhama-Espinosa, 2014).
Assignment Rewrites: The Construction of Learning
In Connections we have a very flexible policy on assignment re-writes. We describe this as a policy of "infinite rewriting," within a specific time frame.
Students are allowed to rewrite work that they believe they can improve because we know that if they use feedback, they generally substantially improve
their assignments. Scientific evidence suggests that learning improves when a student has the possibility to rectify and learn from their mistakes (Brewer
and Burgess, 2005; Jones, 2009). In addition to being beneficial for learning as such, this allows students to use corrective strategies, learn from their
mistakes, and improve in the future (Brewer and Burgess, 2005).
Our philosophy is that if students can learn from their mistakes, they should be given the opportunity to do so. Typically in online classes, MOOCs or other
types of professional development, once the work is corrected, the grade is fixed. In Connections, you can always improve your performance with effort
(although you lose 10% with each attempt to motivate the timely delivery of homework). While it is more work for the teaching team, it is the only way to
take advantage of the new learning that students gain through the feedback received. In addition, it reflects how tasks works in the real world: if a
collaborator does not do something well in their work, they are usually asked to do something once again (the person is not fired), but you have to learn
how to use feedback to remedy the gaps in knowledge or skills. By allowing the re-delivery of homework, students learn more, better and more deeply
about the learning itself, not just about the subject.
Late Assignments
In Connections we understand that school, home and work schedules can sometimes be difficult to align. However, we emphasize that punctuality in the
delivery of homework is essential for the student's ability to keep up with the amount of material presented in the course. In addition, we believe that the
team of instructors must also balance the requirements of their life and carefully organize their schedules in order to provide the student with feedback and
information in a timely manner. Therefore, although we consider that the late presentation of homework compromises the health of this system, we have
flexibility in the delivery of homework (with a certain punctuality penalty) to be able to support the student's growth and learning in the best possible way.

13. No assignment delivered more than two weeks past the delivery date will be graded, putting a time limit. Unlike MOOCs (where homework is done at your
own pace), Connections courses offer flexibility, but require the courtesy of the group to do homework in time for the community to move forward together.
Learning Path
The typical learning path and assignments for each module is detailed below:
Step 1: Prepare for class
1. Take the quiz module (20 minutes)
2. Watch the pre-class video (20 minutes)
3. Explore the bundles (articles, videos, and others) for the module (1-1.5 hours)
4. Respond to the discussion board (20 minutes)
Step 2: Attend the live class
1. Attend the synchronous class; participate actively (1 a 1.5 hours)
2. Complete the 3-2-1 Reflection during the last five minutes of class (5 minutes)
Step 3: After class
1. Respond to two peers in the discussion board (20 minutes)
2. Re-take, if you wish, the module quiz (15 minutes)
3. Prepare for the next module
This system indicates that students will be working about two to three hours outside of class for every hour spent in the synchronous class meetings.
Connections Courses with 8
Modules
Curses with 10
Modules
Courses with 12
Modules
Courses with 15
Modules
Synchronous Hours 1 2 1 2 2 2
Class-Preparation Hours 1.5 1.5 1.5 1.5
Hours for Assignments 1.5 1.5 1.5 1.5
Total Hours: 32 40 40 50 60 75
This structure coincides with the number of estimated hours for online courses in the inverted classroom model with synchronous meetings
(Tokuhama-Espinosa, 2017).

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16. Annexes- Presentations, White Papers and Articles
A. Presentation in the “Reimagine Conference”
By: Tracey Tokuhama-Espinosa and Cynthia Borja
November, 2018
https://drive.google.com/open?id=19MYaoDxbGW0JIJT5wkFVXXypoNGHDf1_
B. Whitepaper: Differentiating University Course Instructional Design: A 100% Online, Flipped Course with Personalized Resources for Students
By: Tracey Tokuhama-Espinosa, Ph.D.
July 27, 2016 revised March 20, 2018
Available in digital format in
https://www.researchgate.net/publication/327287713_Differentiating_University_Course_Instructional_Design_A_100_Online_Flipped_Course_with_P
ersonalized_Resources_for_Students_Original_Title_The_Social_Darwinism_of_Universities_Eight_Tools_to_Improve_U
C. Article sent for the AERA 2017 Conference
Differentiating University Course Instructional Design: A 100% online, flipped course with personalized resources for students
By: Tracey Tokuhama-Espinosa, Ph.D.
Available in digital format in
https://www.researchgate.net/publication/327287713_Differentiating_University_Course_Instructional_Design_A_100_Online_Flipped_Course_wit
h_Personalized_Resources_for_Students_Original_Title_The_Social_Darwinism_of_Universities_Eight_Tools_to_Improve_U
D. Whitepaper: Using Research from the Learning Sciences to Improve Teaching
Original Study Title: Mind, Brain, and Education Science: An International Delphi Survey
By: Tracey Tokuhama-Espinosa
June 28, 2017 revised March 24, 2018
Available in digital format in
https://www.researchgate.net/profile/Tracey_Tokuhama-Espinosa/project/Delphi-Panel-on-Mind-Brain-and-Education-Educational-Neuroscience-Neuro
education/attachment/5d2f603bcfe4a7968db670e9/AS:781711340208129@1563385915260/download/Using+Research+from+the+Learning+Sciences
+to+Improve+Teaching+24+Mar+2018.pdf?context=ProjectUpdatesLog