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Scooped by
John Evans
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Understanding how we learn has always intrigued educators and psychologists. Pioneers like Dewey, Maslow, and Vygotsky developed some of the first learning theories, but it wasn’t until education joined neuroscience that we’ve made significant advanced in understanding learning.
Researchers now understand that education is a science. Learning as much about how the brain learns and stores information is the next logical step in merging the two fields. The result is neuroeducation, which “serves to apply the scientific method to curricula design and teaching strategies.”
Neuroeducators take into consideration brain physiology and learning. Assuming that the brain has suffered no physical damage, it’s ready to learn, especially when teachers have learned how to use neuroeducation in their classrooms.
To make the most use of neuroeducation in the classroom, teachers can incorporate these critical findings:
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Scooped by
John Evans
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Imagine a parent telling a child, “I’m just not a reading person.” Sounds odd, doesn’t it? Now reread the same cartoon, substituting “math” for “reading.” Suddenly it doesn’t seem so absurd. But it should!
As a society ever more reliant on technology and STEM-based careers, we must shatter the myth that math skill is inborn and reinforce that it is the result of intention and practice.
It’s common to hear well educated adults declare themselves “not a math person,” sometimes proudly. Indeed, many people of all ages believe that mathematical ability is something you are either born with or not, rather than something to be mastered with focused effort. This belief is wrong. What’s more, it’s harmful to kids as they have their first experiences learning math; the attitude that “I can’t learn math” quickly becomes a self-fulfilling prophecy. As a society ever more reliant on technology and STEM-based careers, we must shatter the myth that math skill is inborn and reinforce that it is the result of intention and practice. Reforming these perceptions needs to be a priority for teachers, parents, and creators of new learning tools that align to the way these digital-savvy students learn.
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Scooped by
John Evans
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As education continues to evolve, adding in new trends, technologies, standards, and 21st century thinking habits, there is one constant that doesn’t change.
The human brain.
But neuroscience isn’t exactly accessible to most educators, rarely published, and when it is, it’s often full of odd phrasing and intimidating jargon. Worse, there seems to be a disconnect between the dry science of neurology, and the need teachers have for relevant tools, resources, and strategies in the classroom.
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