There is widespread interest among teachers in the application of neuroscientific research findings in educational practice. Neuroscientific research has received a lot of attention since 1990–2000, which was declared the “Decade of the Brain” in the United States. Yet, the field of neuroscience is complex and the accurate transfer of research findings to the classroom is often difficult (Jolles et al., 2005; Devonshire and Dommett, 2010; Ansari et al., 2011). This gap between neuroscience and education has enabled many misconceptions about scientific findings to occur
LearningWorks for KidsIs your child an Alternative Learner?
Alternative Learners are kids who struggle with everything from minor organizational problems to diagnosed issues such as learning difficulties, ADHD, and autistic spectrum conditions. Here at LearningWorks for Kids, we’ll show you how to use popular video games and the latest technologies to help your Alternative Learner achieve real-world improvements in critical thinking and academic skills.
Dr Kathie Nunley's Layered Curriculum® is a SIMPLE method for differentiating instruction in classrooms for all grade levels. It remains the only differentiated instructional method ORIGINALLY designed for high school classrooms.
Based on current brain-imaging information, Layered Curriculum is a fun and effective student-centered teaching method. This 3-layer model of differentiated instruction encourages complex thinking and holds students highly accountable for their learning.
A new study indicates that musical instruction for just a few years during childhood can have long-lasting benefits...
This post looks at a study published in the Journal of Neuroscience that finds that "just one to five years of experience playing music as a child was associated with an improved cognitive ability in processing complex sounds as a young adult."
This study supports the need for public education to provide music education, "[Along with] earlier research, we infer that a few years of music lessons also confer advantages in how one perceives and attends to sounds in everyday communication situations, such as noisy restaurants." For more information click through to the article.
This is Your Brain on Music Studio Incentive Program
This syllabus-based incentive gives students a fun, visual way to keep track of their goals for the year, and learn a bit about their brain along the way! Print and customize syllabus sheets for each participating student, and watch them enjoy checking, tallying or stickering their sheet as they work to reach all of their yearly goals. As a bonus, you may choose to award your student Cranium Coins for each goal they check off.
"Many high school graduates look back on their secondary school journey with disappointment, believing that they were not adequately prepared for college or for work. In a recent poll, approximately 40 percent of recent graduates reported key gaps in their preparation. An overwhelming majority noted that if they could do high school over again, they would work harder and take more challenging courses (Peter D. Hart Research Associates/Public Opinion Strategies, 2005). To avoid putting so many young people in this disheartening situation, high schools need to design a comprehensive program that strengthens not only traditional academic and technological competencies, but also the equally important attributes of a successful adult that U.S. schools often overlook. The presence or absence of these attributes—sometimes referred to as 'the soft skills'—affects all start-up adults as they advance (or perhaps decline) through college and into the early phases of their careers. The gear can be sorted into what I have called the four I's of young adult mind-work (Levine, 2005): interpretation, instrumentation, interaction, and inner direction. The following discussion highlights some of the most indispensable gear that ought to find its way into every graduate's cognitive backpack." | by Mel Levine
This article explains how Mind, Brain, and Education (MBE) science combines perspectives from neuroscience, psychology and pedagogy that contribute to a better understanding of how humans learn, and consequently, how we should teach.