Brain Differences Between Genders. It’s no secret that boys and girls are different—very different.
The differences between genders, however, extend beyond what the eye can see. Research reveals major distinguishers between male and female brains. Scientists generally study four primary areas of difference in male and female brains: processing, chemistry, structure, and activity. The differences between male and female brains in these areas show up all over the world, but scientists also have discovered exceptions to every so-called gender rule. The power of vulnerability. Emotional Safety First. Building a secure, supportive classroom environment is essential for young brains to learn.
Credit: iStockphoto. Help kids manage digital feedback. “Increasing the amount of feedback in order to have a positive effect on student achievement requires a change in the conception of what it means to be a teacher.” — John Hattie in Visible Learning In today’s digital environments, feedback is everywhere and everyone is a teacher.
Our students are constantly bombarded with blog comments, retweets, +1s, and e-mails about their life, ideas and work. (The Pew Report found that 86% of teens over the age of 14 actually sleep with their cell phones.) Doodling Makes for Better Learning. Teaching Strategies Science Doodling is often seen as a sign of distraction.
If you’re doodling, you’re not paying attention. If you’re drawing, you’re not taking notes. You’re not listening. But research published in the latest edition of the journal Science challenges the anti-doodling stance. How to Mind Map. The Future of Self-Improvement. Engaging Without Carrots & Sticks. CC Image from Dr.
Jeffrey Wilhelm and I were recently asked by educator and author Larry Ferlazzo to respond to the question: HOW CAN WE KEEP STUDENTS ENGAGED WITHOUT CARROTS & STICKS? My response originally appeared at Education Week here and was cross posted at my blog. Six Reasons Rewards Don't Work. Make Consequences Work. Along with Dr.
Allen N. Mendler, my close friend and co-author of several books, I have spent a great deal of time promoting the use of consequences over punishments. We define a punishment as what is done to us (detentions, suspensions, checkmarks on public boards, calls home), and a consequence as what we do to ourselves (learning new behavior, helping others). This new behavioral and social contract system uses values, rules and consequences as the main components of an effective school or classroom plan for discipline. How to Trust Your Students. Education is catastrophically deficient in trust.
Pro-accountability education reformers presume that, absent carrots and sticks, classrooms would be overrun with lazy and incapable teachers. Traditional instructors presume that, absent carrots and sticks, classrooms would be overrun with lazy and incapable students. Both viewpoints emerge from a noble desire to make classrooms high-performance spaces, but in actuality they suppress excellence. Working Memory. Remember the day when someone rattled off a phone number while you just hoped against hope you'd recall the string of digits as you were dialing?
That was working memory toiling away. With the advent of cell phones, you may no longer use it this way very often. But working memory still plays a central role in learning and our daily lives. Neuro Myths. New research on educational neuroscience tells us how kids learn -- and how you should teach.
Learning Physically Changes Brain. How lessons and experiences can shape and grow your students' brains over time. Credit: iStockphoto "There are a few broad principles that we can state come out of neuroscience," says Kurt Fischer, education professor and director of the Mind, Brain, and Education Program at Harvard University. How Creativity Works. Thoughtful Learning. Belief that you can become smarter and more talented opens the doorways to success.
That’s what twenty years of research has shown Carol Dweck of Stanford University. She has identified two opposing beliefs about intelligence and talent, beliefs that strongly impact our ability to learn. Though the fixed mindset has traditionally held sway, many recent studies show that the growth mindset better represents our abilities. Our brains are much more elastic than previously thought, constantly growing new connections. Making Lessons Relevant Matters. Good news for good teachers: It turns out, the old drill-and-kill method is not only boring, but -- neurologically speaking -- pretty useless. Relevant, meaningful activities that both engage students emotionally and connect with what they already know are what help build neural connections and long-term memory storage (not to mention compelling classrooms).
"Long lists of vocabulary words that don't have personal relevance or don't resonate with a topic about which the student has been engaged are likely to be blocked by the brain's affective (or emotional) filters," writes neurologist and former classroom teacher Judy Willis. Plus, says Willis, it's necessary for learners to attach a new piece of information to an old one, or it just won't stick.
The brain stores information in the form of neural pathways, or networks. What Makes Great Teachers. Inside Teenage Brain. Multiple Intelligences Centers. What’s Here This page provides resources to help you integrate Howard Gardner’s multiple intelligences theory into your regular classroom practices. You’ll find photos of multiple intelligences centers I created and links to other web resources for MI surveys, songs, games, and more. How I Created Multiple Intelligences Centers. Personality Colors Quiz. 12 Ways to Let People Know They Matter.