About Clerestory Learning
Clerestory Learning provides instructional services for the purpose of facilitating quality instruction and learning that lasts. Just as a clerestory window (sounds like “clear story”) enables natural light to flood a room, transforming it for greater potential, Clerestory Learning’s objectives follow a similar pattern:
 Constructing Relevance: Meaning
Meaning makes material memorable; understanding produces lasting learning.
Conveying Light: Knowledge
Knowing how learning develops increases instructional intentionality, the hallmark of master teachers.
Cultivating Growth: Achievement
Achievement results when objectives and methods are aligned, producing concrete evidence of knowledge, understanding, and integration.
Research-supported beliefs direct Clerestory Learning’s efforts.
Research-Supported Beliefs
- Teacher quality influences student achievement more than any other factor.
- Developing teacher understanding of learning increases instructional intentionality.
- Instructional materials should equip teachers for intentional instruction that results in authentic student learning.
- Neurocognitive and related fields of research offer insights that can inform and improve instruction.
- It is a grave mistake not to be proactive in responding to current research and its implications for education. Ignoring research causes a delay in applying methods that improve learning and increase student achievement. Such delay allows individuals and organizations with interests other than student learning (e.g., profit) to define how and when research should be applied to teaching.
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Kevin D. Washburn, Ed.D., Executive Director
Kevin D. Washburn holds a doctoral degree in Educational Leadership with an emphasis in instruction and curriculum. His experience as a teacher in elementary through college level classrooms and positions in curriculum and instruction combine with his penchant for reading and research in both educational and scientific areas to uncover important implications for learning. Whether speaking in the classroom or convention setting, Dr. Washburn seeks to imbue a passion for quality instruction.
Dr. Washburn is the author of the Architecture of Learning instructional design model and its training program and co-author of an instructional reading program used by schools across the country. He is a member of the International Mind, Brain & Education Society and the Learning & the Brain Society.
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