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21st Century Concepts- Educational Neuroscience
A list of resources and articles on psychology and learning
Curated by Tom Perran
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Girls Who Start Puberty Very Early At Increased Risk Of Psychological Problems

Girls Who Start Puberty Very Early At Increased  Risk Of Psychological Problems | 21st Century Concepts- Educational Neuroscience | Scoop.it
Girls who start puberty very early are more likely to have psychological problems and be at risk of sexual abuse and early pregnancy, suggests a new review published in The Obstetrician & Gynae (RT @PsychologyNow: Girls Who Start Puberty Very Early...
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Elementary Matters: Ten Brain Based Learning Strategies

Elementary Matters: Ten Brain Based Learning Strategies | 21st Century Concepts- Educational Neuroscience | Scoop.it
Elementary Matters: Ten Brain Based Learning Strategies http://t.co/RkLTXVr9 #edtech #edchat #gtchat #education #IBPYP...
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What is Working Memory and Why Does it Matter?

What is Working Memory and Why Does it Matter? | 21st Century Concepts- Educational Neuroscience | Scoop.it
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.
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enrique rubio royo's curator insight, January 5, 2013 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).

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MIT Discovers the Location of Memories: Individual Neurons| The Committed Sardine

MIT Discovers the Location of Memories: Individual Neurons| The Committed Sardine | 21st Century Concepts- Educational Neuroscience | Scoop.it
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How Exercise Could Lead to a Better Brain

How Exercise Could Lead to a Better Brain | 21st Century Concepts- Educational Neuroscience | Scoop.it
A mouse that runs all the time is smarter than one that doesn’t. Probably true for people, too.
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CHADD's Teacher to Teacher and School Success « ADHD and ...

CHADD's Teacher to Teacher and School Success « ADHD and ... | 21st Century Concepts- Educational Neuroscience | Scoop.it
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 ...
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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) | 21st Century Concepts- Educational Neuroscience | Scoop.it
Former neurologist and teacher Judy Willis MD continues with her 5-part series on how young brains develop neurologically.

Via Linda Hutchison
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Technology can push our crazy buttons, rewire brains

Technology can push our crazy buttons, rewire brains | 21st Century Concepts- Educational Neuroscience | Scoop.it
Is our tech saturation rewiring our brains? Some experts think it is.
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What Neuroscience Tells Us About Deepening Learning

What Neuroscience Tells Us About Deepening Learning | 21st Century Concepts- Educational Neuroscience | Scoop.it
A veteran teacher offers a neuroscientific perspective on helping students forge long-term memories that boost their future learning.
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What Kids Should Know About Their Own Brains

What Kids Should Know About Their Own Brains | 21st Century Concepts- Educational Neuroscience | Scoop.it

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 Annie Murphy Paul


Via Gina Stepp
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Brain Rules Schools: what school would look like if we listened to research

Brain Rules Schools: what school would look like if we listened to research | 21st Century Concepts- Educational Neuroscience | Scoop.it
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.
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Mind, Brain, and Education | Students at the Center

Mind, Brain, and Education | Students at the Center | 21st Century Concepts- Educational Neuroscience | Scoop.it

"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
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Twelve Things You Were Not Taught in School About Creative Thinking | Psychology Today

Twelve Things You Were Not Taught in School About Creative Thinking | Psychology Today | 21st Century Concepts- Educational Neuroscience | Scoop.it
Aspects of creative thinking that are not usually taught. By Michael Michalko...
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Neuroscience & the Classroom

Neuroscience & the Classroom | 21st Century Concepts- Educational Neuroscience | Scoop.it
Neuroscience & the Classroom: Making Connections. A course for K-12 teachers.
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Five Ways Neuroscience Will Change Education

Five Ways Neuroscience Will Change Education | 21st Century Concepts- Educational Neuroscience | Scoop.it
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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Eide Neurolearning Blog: Overthinking and Creativity - Think Like Child

Eide Neurolearning Blog: Overthinking and Creativity - Think Like Child | 21st Century Concepts- Educational Neuroscience | Scoop.it
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The Twenty-First Century Brain | Sam Wang | Big Think

Sam Wang says Google is a trade-off between rapid knowledge and knowledge retention.
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Seven Brain Based Learning Principles

Seven Brain Based Learning Principles | 21st Century Concepts- Educational Neuroscience | Scoop.it
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.
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Five Keys to Enhancing Your Emotional Intelligence | Psychology Today

Five Keys to Enhancing Your Emotional Intelligence | Psychology Today | 21st Century Concepts- Educational Neuroscience | Scoop.it
Ninety Percent of High Performers Possess High EQ (Five Keys to Enhancing Your Emotional Intelligence | Psychology Today http://t.co/OpuMk83F...)...
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Brain Potential Institute's Online Brain-Training Treatment for Learning Disabilities Affirms Successful Results

Brain Potential Institute's Online Brain-Training Treatment for Learning Disabilities Affirms Successful Results | 21st Century Concepts- Educational Neuroscience | Scoop.it
Online brain-training program proves highly effective as a treatment for ADD, ADHD, central auditory processing and other learning disabililties.
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Why Emotions Are Attention-getters - Science News

Why Emotions Are Attention-getters - Science News | 21st Century Concepts- Educational Neuroscience | Scoop.it
Strong, direct wiring in brain connects feelings with focus...
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Cognitive And Affective Variables That Should Rule Education

Cognitive And Affective Variables That Should Rule Education | 21st Century Concepts- Educational Neuroscience | Scoop.it
Education must focus on the quality of teaching and learning.

Via Gust MEES
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Lynnette Van Dyke's curator insight, January 1, 2013 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.

Renee VanDamme Marcus's curator insight, June 2, 8:42 PM

Affective qualities should be developed using rich inquiries

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helpUSeducate

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...)...
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Math Anxiety Is (Literally) in Your Head

Math Anxiety Is (Literally) in Your Head | 21st Century Concepts- Educational Neuroscience | Scoop.it

"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
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Want Children to “Pay Attention”? Make Their Brains Curious! | Psychology Today

Want Children to “Pay Attention”? Make Their Brains Curious! | Psychology Today | 21st Century Concepts- Educational Neuroscience | Scoop.it
Force feeding won’t work even on a hungry brain. By Dr. Judy Willis, M.D., M.Ed....
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