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AAEEBL -- Links to Learning
Resource collection about teaching and learning and classroom practice
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Nine Things Educators Need to Know About the Brain

Nine Things Educators Need to Know About the Brain | AAEEBL -- Links to Learning | Scoop.it

"The human brain wasn’t designed for industrial education.

It was shaped over millions of years of sequential adaptation in response to ever-changing environmental demands. Over time, brains grew in size and complexity; old structures were conserved and new structures emerged. As we evolved into social beings, our brains became incredibly sensitive to our social worlds."


Via Beth Dichter
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Beth Dichter's curator insight, April 4, 2013 5:59 PM

How much do you know about your brain? This post will help you learn more about it and how understanding the brain will help you with your students. There is a short introduction and the a list of the main ideas is below. Additional information is available in the post as well as a visual image that links to the nine ideas. Links to additional materials are also available.

* The brain is a social organism.

* We have two brains.

* Early learning is powerful.

* Conscious awareness and unconscious processing occur at different speeds, often simultaneously.

* The mind, brain, and body are interwoven.

* The brain has a short attention span and needs repetition and multiple-channel processing for deeper learning to occur.

* Fear and stress impair learning.

* We analyze others but not ourselves: the primacy of projection.

* Learning is enhanced by emphasizing the big picture—and then allowing students to discover the details for themselves.

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Teaching & Learning - Brain-Based Online Learning Design - Magna Publications

Teaching & Learning - Brain-Based Online Learning Design - Magna Publications | AAEEBL -- Links to Learning | Scoop.it

Abreena Tompkins, instruction specialist at Surry Community College, has developed a brain-based online course design model based on a meta-analysis of more than 300 articles. In this study, she distilled the following elements of brain-based course design:

Low-risk, nonthreatening learning environment Challenging, real-life, authentic assessments Rhythms, patterns, and cycles Appropriate chunking or grouping Learning as orchestration rather than lecture or facilitation Appropriate level of novelty Appropriately timed breaks and learning periods Purposeful assessments Learning that addresses visual, auditory, and kinesthetic learners Active processing with mental models The use of universal examples, analogies, and parallel processing
Via Dennis T OConnor
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