"Neuroscience--especially human neuroscience, and more especially human functional brain imaging--has had a quite a run in the last twenty years. In the first decade the advances were known mostly to scientists. In the last ten years there have been plenty of articles in the popular press featuring brain images. Many of these articles have been breathless and silly. Some backlash was inevitable and one of the more potent examples was a recent op-ed in the New York Times. Still, as Gary Marcus pointed out in a nice blog piece, we would be wise not to throw the baby out with the bath water.
In that vein, I am following up on a piece I wrote last week, in which I argued that much of the work on this topic in education is neuro-garbage. Most of the piece was devoted to explaining why it's difficult to apply neuroscience to education. (I left it to the reader to infer that it's correspondingly easy to be glib.)
Toward the end of that piece I suggested that neuroscience can and has been usefully applied to problems in education. This week I'll describe how. I'll tackle one method each day this week.
I'll keep things as simple as possible, but fasten your seatbelt if you feel the need......