I'm teaching a workshop on Brain Based Learning this week, and I wanted to review my materials and ideas. You get to take part in my review:1. The brain needs to make patterns and associations in order for new material to make sense.
"Math can be a fun, logic puzzle for some people. But for others, doing math is a headache-inducing experience. Scientists at the Stanford University School of Medicine have recently shown that people who experience math anxiety may have brains that are wired a little differently from those who don’t, and this difference in brain activity may be what’s making people sweat over equations."
Nodding off in class may not be such a bad idea after all. New research shows that going to sleep shortly after learning new material is most beneficial for recall. While this may simply seem to confirm what has been known from earlier studies, "what's novel about this study" say the authors, "is that we tried to shine light on sleep's influence on both types of declarative memory by studying semantically unrelated and related word pairs."
If working memory is weak, it can trip up just about anyone. But it really works against a child with learning disabilities (LD). You can take steps to help a child with weak working memory, whether or not LD is a part of the picture.
A HOLISTIC APPROACH TO EDUCATING FACULTY AND STAFF ABOUT ADHD. guest blog by Mari Foret* The two weeks before school opens in the fall can be some of the busiest of the year. Typically, teachers are setting ...
Neuroscience may seem like an advanced subject of study, perhaps best reserved for college or even graduate school. Two researchers from Temple University in Philadelphia propose that it be taught earlier, however—much earlier. As in first grade.
"Mind, Brain and Education" publication from "Students at the Center" has been released.
"What does brain research tell us about how we learn and how learning, in turn, shapes the architecture of the brain? What is the connection between the stress of poverty and the impact of emotions on learning? To answer such questions, this paper draws on recent brain research and research in cognitive science, highlighting the positive impact of student-centered learning approaches."