Faculty Professional Development Focuses on How Students Learn Best
Each week, Eaglebrook faculty gather for dedicated professional development meetings designed to strengthen teaching practices and deepen their understanding of how boys learn best. These sessions reflect the school’s ongoing commitment to thoughtful, research-informed instruction.
Over the weekend, faculty read and reflected on two recent articles: “Why Writing by Hand Beats Typing for Thinking and Learning” by Jonathan Lambert, and “Children Derive Deeper Meaning from Printed Texts Than Screens” from Teachers College, Columbia University. Together, the pieces explore how both the act of writing and the format of reading can significantly influence comprehension, memory, and deeper learning.
The research highlighted that writing by hand engages the brain in ways that support stronger memory formation and conceptual understanding. Similarly, the Teachers College study found that students who read printed text are better able to form meaningful connections between ideas than those who read on screens.
During the discussion, faculty reflected on how students increasingly rely on digital tools and may be more inclined to accept information at face value when engaging with screens. Teachers shared observations that reading, writing, and memorization skills can be affected when digital technology becomes the default, and that incorporating handwriting and print materials can provide clearer insight into how well students are processing and retaining information.
At the same time, the conversation acknowledged the important role technology continues to play in the classroom. Many teachers noted that digital tools can support organization, streamline workflows, and allow for timely feedback on student work. Others emphasized that while technology can improve efficiency, a thoughtful balance is essential to ensure students continue to develop strong foundational skills in reading, writing, and critical thinking.
By regularly engaging with current research and sharing classroom experiences, Eaglebrook faculty continue to refine their teaching and learning approach. Professional development conversations like this one help ensure that instructional choices remain intentional, balanced, and aligned with the school’s mission to help students think deeply, communicate clearly, and grow as learners.
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The research highlighted that writing by hand engages the brain in ways that support stronger memory formation and conceptual understanding. Similarly, the Teachers College study found that students who read printed text are better able to form meaningful connections between ideas than those who read on screens.
During the discussion, faculty reflected on how students increasingly rely on digital tools and may be more inclined to accept information at face value when engaging with screens. Teachers shared observations that reading, writing, and memorization skills can be affected when digital technology becomes the default, and that incorporating handwriting and print materials can provide clearer insight into how well students are processing and retaining information.
At the same time, the conversation acknowledged the important role technology continues to play in the classroom. Many teachers noted that digital tools can support organization, streamline workflows, and allow for timely feedback on student work. Others emphasized that while technology can improve efficiency, a thoughtful balance is essential to ensure students continue to develop strong foundational skills in reading, writing, and critical thinking.
By regularly engaging with current research and sharing classroom experiences, Eaglebrook faculty continue to refine their teaching and learning approach. Professional development conversations like this one help ensure that instructional choices remain intentional, balanced, and aligned with the school’s mission to help students think deeply, communicate clearly, and grow as learners.
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