Neuroscience isn't just for scientists anymore. The way experts study how children's brains develop over time is changing education overall.
Via Susan Bainbridge, juandoming, Sakis Koukouvis
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Via Susan Bainbridge, juandoming, Sakis Koukouvis No comment yet.
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Sam Wang says Google is a trade-off between rapid knowledge and knowledge retention. Delete the scoop?
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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. Delete the scoop?
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Ninety Percent of High Performers Possess High EQ (Five Keys to Enhancing Your Emotional Intelligence | Psychology Today http://t.co/OpuMk83F...)... Delete the scoop?
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Online brain-training program proves highly effective as a treatment for ADD, ADHD, central auditory processing and other learning disabililties. Delete the scoop?
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Strong, direct wiring in brain connects feelings with focus... Delete the scoop?
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Lynnette Van Dyke's curator insight,
January 1, 3:24 PM
Cognitive Variables Metacognition as knowledge of ways of thinking, thought structures and the capacity to control and modify cognitive learning processes.Systematized general and specific knowledge.Understanding the languages of science and the humanities.Retention of knowledge.Transfer of knowledge: transdisciplinary and interdisciplinary approaches.Transfer of skills: practical application of knowledge.Capacity for generalization and discrimination of contents.Capacity for symbolic and abstract exchange.Capacity to evaluate results.Capacity to develop concepts and categories.Development of imagination to simulate objects and processes.Capacity to formulate problems and take decisions to solve them.Capacity to search for and process information.Capacity to evaluate information to reduce uncertainty.Knowledge of the value of making mistakes as an aid to rectification.Capacity to grasp the whole and act on the parts.Affective Variables Development of thought and ethical behavior.Full and responsible exercise of human rights.Democratic cooperative behavior.Simultaneous exercise of rights and obligations for the practice of freedom.Multicultural, intercultural and international understanding.Development of aesthetic sensitivity.Critical sense and spirit of dialogue with full respect for the ideas of others.Flexibility and tolerance.Development of self-criticism.Ability to listen.Fostering sharing attitudes.Capacity to compete with oneself and not with others.To permanently strive to be free from mental and social prejudices.Motivation to learn and cultivation of learning habits.Development of attitudes conducive to creativity and innovation.Capacity for risk-taking and accepting responsibility for learning.Fostering the inquiring spirit to keep curiosity alive.Moderation of superfluous elements.Learning for enterprise: sense of enterprise and initiative.Learning to care: sense of living in harmony with nature and fellow human beings.Learning to carry on learning: sense of living in harmony with knowledge.These are variables for the «learning persons» i.e. for students and professors. The selective sample of quality variables drawn from the cognitive and affective areas presupposes the condition of diversification which any educational institution must exhibit in order to comply with the criteria which identify learning which embraces the different areas of thought and action. All quality variables must be stimulated from the earliest pre-school age. Otherwise it is a very difficult, almost impossible, task for the university. However, at any age, the world of knowledge and of feeling is always open to exploration and individual growth. If this has not been achieved at the previous levels of the education system or it has not been attempted, it is never too late to learn, and in no event should this be an excuse for the university institution not to fulfill its obligations. In short, what is required is schools and universities prepared to take risks, which will offer a formative education which transcends the mere acquisition of knowledge. That is to say, educational institutions that turns the subject transmitted into a freely available, spiritually fecund element which stimulates the development of thought and action. [1] This list of learning variables is based in my research on cultural learning presented in my book, The Psychosocial and Cultural Nature of Education (2004). Boston: Pearson. ©2012 Miguel Angel Escotet. All rights reserved. Permission to reprint with appropriate citing. Delete the scoop?
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The Brain-Based Benefits of Writing for Math and Science Learning (Part 2 of 7) (The Brain-Based Benefits of Writing for Math and Science Learning (Part 2 of 7) http://t.co/d6p99ITr...)... Delete the scoop?
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"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." Via Todd Reimer Delete the scoop?
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Force feeding won’t work even on a hungry brain. By Dr. Judy Willis, M.D., M.Ed.... Delete the scoop?
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Third grade a turning point in how kids solve math problems (RT @JasonFlom: There's a difference in how the 2nd & 3rd grade brains tackle math problems. Delete the scoop?
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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." Via David Hulme, Gina Stepp Delete the scoop?
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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. 
enrique rubio royo's curator insight,
January 5, 4:36 PM
Importancia de la memoria de trabajo a la hora de aprender...
"Tracy Packiam Alloway: working memory is a better test of ability than IQ"
Automated Working Memory Assessment (AWMA) vs IQ (coeficiente de inteligencial).
Otras referencias de interés...Making, Playing, Learning and Working Memory (http://classroom-aid.com/2012/12/17/making-playing-learning-and-working-memory/); How does working memory work in the classroom? (How does working memory work in the classroom?); working memory | Tumblr http://www.tumblr.com/tagged/working%20memory); ...
muy interesante en cuanto a las funciones ejecutivas y redes cerebrales asociadas (UDL). Delete the scoop?
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A mouse that runs all the time is smarter than one that doesn’t. Probably true for people, too. Delete the scoop?
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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 ... Delete the scoop?
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Former neurologist and teacher Judy Willis MD continues with her 5-part series on how young brains develop neurologically. Via Linda Hutchison Delete the scoop?
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Is our tech saturation rewiring our brains? Some experts think it is. Delete the scoop?
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A veteran teacher offers a neuroscientific perspective on helping students forge long-term memories that boost their future learning. Delete the scoop?
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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.
Via Gina Stepp Delete the scoop?
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Here's a quick glimpse of a brain-based middle school day based on Brain Rules, the best selling book by molecular biologist John Medina. Delete the scoop?
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"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." Via Kathleen McClaskey Delete the scoop?
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Aspects of creative thinking that are not usually taught. By Michael Michalko... Delete the scoop?
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The best jobs will go to applicants who can think. By Dr. Judy Willis, M.D., M.Ed.... (RT @MariaMontessori: RT @lawgrrrl: Best jobs of 21st cen. Delete the scoop?
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