A growing body of research supports the idea that students differ in how they are “wired” to learn, and that individual learning profiles – including strengths and weaknesses – can be better understood through knowledge of the brain activities that affect learning.

Our own research shows that when educators have an understanding of this knowledge – along with tools and strategies for applying it in their classrooms – they are more effective teachers. They look at students differently. They make better observations about their students and where they are having trouble. They better understand why students are struggling. And they know how to help.

Our work is grounded in three core components:

• A learning framework – All Kinds of Minds has synthesized a framework of science-based learning “constructs” that form the mind’s ingredients for learning. This framework provides educators with a foundation of expertise about learning.
  
  
• Classroom applications – We promote a problem-solving model that encourages educators to use observations and other types of data – gathered from multiple sources – to help them identify students’ learning assets, passions and affinities, as well as their weaknesses. We have developed a variety of tools and processes designed to help educators apply the problem-solving model to their practice.
  
  
• A philosophy – We advocate a set of core beliefs about how all students should be treated, stemming from our conviction that learning differences represent variation, not deviation.