Episode 132: Brain Myths, Learning Science, and What Teachers Actually Need to Know — with Tracey Tokuhama-Espinosa
In Episode 132, we are joined by Tracey Tokuhama-Espinosa, an internationally recognized researcher and author whose work sits at the intersection of mind, brain, and education science.
This conversation explores what neuroscience actually tells us about learning — and just as importantly, what it doesn’t. We dig into how research is often misapplied in classrooms, how teacher actions shape learning environments in ways we don’t always see, and what it means to design instruction that honors both science and humanity.
Rather than quick fixes or “brain-based” shortcuts, Tracey challenges educators to think more carefully about evidence, complexity, and the ethical responsibility of teaching.
What mind, brain, and education science really is — and common misconceptions
How teacher behaviors and classroom conditions influence learning at a neurological and human level
Why oversimplifying neuroscience can actually harm instruction
What K–12 educators can learn from research without losing professional judgment
How clarity, culture, and cognition are inseparable in meaningful learning
This is a conversation for educators, leaders, and parents who want better questions, not buzzwords.
Questions Kids Ask About Their Brains
Crossing Mind, Brain, and Education Boundaries
Five Pillars of the Mind: Redesigning Education to Suit the Brain
(Each offers a research-grounded, educator-respecting approach to applying science without reducing teaching to technique.)
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