Learning, taught well.
Mynd Education works on teaching, learning and the administration that surrounds them: from a single learner stuck on a problem to the office that answers an applicant at midnight.
A school is a place where one person is trying to understand something, and a lot of other people are trying to help them.
We build for both sides of that: the learner who needs the next question, and the teacher, advisor or administrator whose time should go to the people who need judgment, not to paperwork.
The rooms
Tutoring and feedback
A good tutor does three things a worksheet cannot: notices where the thinking went wrong, asks the next question instead of giving the answer, and stops when the learner has it.
Open the room →02Course and assessment design
Start from what a learner should be able to do at the end, then work backward. Most weak courses were built forward from the material.
Open the room →03Admissions and student services
A student's first contact with an institution is often a form, a queue or a phone tree. It sets how they feel about everything after.
Open the room →04Accessibility
A material is only teaching if the learner can get at it. Access is part of the lesson, not a layer on top.
Open the room →05Evidence on what helps
Education is full of confident claims. A small number of practices have solid support. We try to know which is which.
Open the room →The learner decides what is understood
Tools ask, wait and adapt. They do not hand over the answer to look helpful.
The teacher keeps the call
Everything a tool does with a learner leaves a short record a teacher can read and overrule.
Claims carry their weight
If a practice is well supported we say so; if it is a hunch we say that too.
Everyone gets in
Access is part of teaching. Materials are made to be reached by every learner from the start.