ABOUT THE AUTHOR
Suzanne is an educator, qualitative researcher, and innovator in “real world learning.” Through her life’s work and research she seeks to answer questions about human potential, fulfillment, and connection. She is an expert on adolescent development and cognition, and has extensive experience through her work both as classroom teacher and now in private practice providing custom strategies to all types of learners, including those with academic challenges and those with unique interests in learning and creating in the real world. As researcher, Suzanne directed a large study based in Jordan on the entrepreneurial mindsets and ecosystems of youth in nine Middle Eastern and African countries. For the World Economic Forum — MENA, she facilitated a dialogue between medical and engineering graduate students in Egypt and Jordan on the future of education, and drafted the first entrepreneurship in education policy for MENA region ministers of education. Her Harvard thesis explored cutting-edge research in human physiology and neurology in order to envision “human-aligned” learning spaces of the future. She graduated with her second masters in education (2011) from Harvard University’s Mind, Brain and Education program with Howard Gardner as her mentor. Her most recent research projects explore 1) individual and community wellbeing within Tibetan Buddhist and Himalayan nomadic societies as well as 2) the development and expression of pro-social behaviors in children of Marin County, CA. She is founder of several real world learning “laboratories,” including The Global Education and Action Network, providing qualitative research training and expeditions to teenagers studying global issues and cultures since 1996 primarily in remote regions of the world, such as Mongolia, Siberia, and Timbuktu. Her new venture, CityStitch, personalizes cities by integrating real world learning opportunities by theme. She is synthesizing the philosophical underpinnings of her life’s work and research into a book currently entitled, Human Connection: Learning, Leading and Belonging.
TagsADHD adolescence attention bilingual education boundary conditions classroom advice conference speakers constructivism/direct instruction creativity critical thinking desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math metacognition methodology middle school mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memory
ABOUT THE BLOG
For years we’ve known about the literacy gap between children of differing socio-economic backgrounds. We’ve known too that vocabulary acquisition levels are a primary measure of this divide1, 2. While digital technology makes it easier than ever for children to
“He makes bad decisions regarding iPad use.” “She gets distracted by her iPad….” “He gets sucked into the iPad….” As an educator, I’ve seen and heard many comments like these from teachers about our mutual students. This trend has multiplied