In the first part of her three-part vlog series, Patrice Bain, an experienced educator, speaker, and author, sheds light on the phenomenon she coined as ‘the fad of the semester club’ regarding professional development sessions. Throughout her teaching career, she noticed a recurring pattern in professional development sessions every semester. Each session introduced a new idea or trend, which added more responsibilities to the already overwhelming workload of teachers. Unfortunately, despite these efforts, she observed a lack of significant improvements in student outcomes. She emphasises the importance of teachers being empowered to ask a crucial question during these professional development sessions: “On what evidence is this based?” As professionals, teachers should have the opportunity to delve into what truly works and why it works, in order to provide the best possible support for their students. Failing to grasp the science of teaching and learning can have significant repercussions, hindering students from achieving their full learning potential. Recognising the abundance of accessible information present in journals and articles about student learning, Patrice developed strategies that compile and present this information, sparing teachers with the arduous task of sifting through countless studies. Understanding how students learn and effectively translating that knowledge into practical strategies is paramount, in conjunction with a strong grasp of the curriculum, child development, establishing connections with students, maintaining flexibility, and nurturing a sense of humour. However, above all else, the pivotal question that needs to be asked is: “How do my students learn?”
Patrice M. Bain, Ed.S., is an esteemed educator, speaker, and author. With a wealth of experience, including being a finalist for Illinois Teacher of the Year and serving as a Fulbright Scholar in Russia, Patrice has garnered recognition through national and international presentations, webinars, podcasts, articles, and press coverage. Her expertise has been featured in esteemed outlets such as PBS NOVA and Scientific American.
Throughout her 25+ year teaching career, Patrice dedicated 15 years to collaborating with cognitive scientists, translating their research findings into practical learning strategies. Her contributions were acknowledged by the U.S. Department of Education, inviting her to co-author the book “Organizing Instruction and Study to Improve Student Learning” alongside cognitive scientists. Patrice also co-authored the influential book “Powerful Teaching: Unleash the Science of Learning” and authored “A Parent’s Guide to Powerful Teaching.”
Notably, Patrice’s expertise extends beyond the classroom. She was selected as one of two U.S. teachers on the working task group “Neuromyths vs. Neurotruths,” supported by the Institute of Education Sciences (IES) and the National Commission on Education Research (NCER). Additionally, she serves on the Educational Advisory Board for the Federal Reserve Bank of St. Louis, contributing her insights to inform educational initiatives. Patrice was also among 300 educators worldwide invited to contribute to UNESCO’s ISEE (International Science and Evidence-based Education) vision for 2030, highlighting her commitment to shaping the future of education.
