Jen.Made

  While schools excel at delivering content—math equations, historical facts, and scientific principles—they often overlook an essential skill: teaching kids how to approach learning. Dr. Huberman and Dr. Sejnowski emphasize the importance of procedural and cognitive learning, two sides of the same coin that are vital for skill development and conceptual understanding. Procedural Learning is about mastering the "how-to"—skills like riding a bike, solving a math problem, or spelling a tricky word. It relies on repetition and practice, building habits that eventually become second nature. Cognitive Learning , on the other hand, involves understanding the "why" behind things. It’s the deep dive into abstract thinking, problem-solving, and connecting ideas. When these approaches are intentionally combined in the classroom, students develop both the confidence to tackle challenges and the resilience to adapt when faced with new ones. The Experiment That Changed Everyth...

  Creating a culture of belonging in the classroom isn’t just a nice idea—it’s essential for having an environment where students feel safe, supported, and motivated to thrive. I was inspired by a strategy discussed in a Huberman Lab podcast on human behavior and connection, I tried an exercise in my 3rd-grade classroom that has had lasting effects. The Survey That Started It All The concept was simple: I created a Google Form asking my students one question, “If you saw someone on campus who needed help, would you help them?” 98% of my students responded with a resounding “yes.” Sharing these results with the class became an important moment. It showed them that, despite any individual bad days or struggles, they were surrounded by peers who were willing to lend a helping hand. This understanding has fostered a profound sense of community. At the beginning of the school year, when establishing routines and expectations, I make it a point to talk about belonging. I refer back to...

  When I first started teaching, social-emotional learning (SEL) felt like a breath of fresh air: finally, a structured way to help kids understand themselves and their emotions. But as the years have gone by, I’ve started to wonder: Are we over-complicating emotions for young kids? Are we inadvertently teaching them to label every worry or sadness as "anxiety" or "depression"? Shouldn't we be grounding SEL in brain health and letting kids in on some basic neuroscience? Dr. Andrew Huberman, a neuroscientist known for his deep dives into how the brain works, frequently emphasizes the importance of understanding what’s happening in our brains before jumping to conclusions about mental health. And he’s got a point: if kids know their brains are wired to feel nervous before a big test or sad when their best friend moves away, it normalizes these experiences. As Huberman once said, “Stress, in small amounts, is actually beneficial for the brain. It’s how we learn to ...