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The Neuroscience Of Learning: 41 Terms Every Teacher Should Know

The Neuroscience Of Learning: 41 Terms Every Teacher Should Know
The Neuroscience Of Learning: 41 Terms Every Teacher Should Know by Judy Willis M.D., M.Ed., 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. As for the jargon, Judy Willis, teacher, neuroscientist, and consultant has put together an A-Z glossary of relevant neuroscience terms for teachers and administrators to help clarify the jargon. The best approach with a list like this is to bookmark and share the page, and comeback to it intermittently. Baby steps. 41 Neuroscience Terms Every Teacher Should Know Affective filter The affective filter an emotional state of stress in children during which they are not responsive to processing, learning, and storing new information. Amygdala Axon Brain mapping Cerebellum Related:  Brain-Based Learning

8 Brain Research Discoveries Every Instructional Designer Should Know About 8 Brain Research Discoveries Every Instructional Designer Should Know About The human brain is the seat of learning. We know about this already, right? 1. Have you heard the story of a constantly changing brain? Neuroplasticity has weighty consequences, especially when it comes to learning. Help your students realize their potential by focusing on their basic thinking skills, attention most importantly. 2. The relationship between reward and learning is never simple. In the context of reinforcement learning, for instance, the individual learner’s reward system responds to prediction error, which is the difference between the result an individual expects from his or her action and the outcome he or she actually gets. 3. In the past, scientists used to believe that the human brain changes very little after it matures. 4. This runs contrary to the myth that individuals are using only 5 to 10 percent of their brain. 5. This phrase explains the “use-it-or-lose-it” phenomenon. 6. 7. 8.

Neuroscience at work: new CIPD study | Ruth Holmes | Re:locate magazine A new study from the Chartered Institute of Personnel and Development (CIPD) reveals the latest insights into the role of neuroscience in learning and development. The professional body for HR and people development’s publication Neuroscience in action: Applying insight to L&D practice describes how high-profile organisations including Volvo, Fitness First, BT and Imperial College Healthcare NHS Trust are using neuroscience and an understanding of how the brain works to enhance learner engagement and performance. As well as offering L&D and HR practitioners an overview of what neuroscience is, the CIPD’s new report includes practical advice on “how to implement effective neuroscience techniques with minimal investment.” Representatives from two of the companies whose experiences formed part of the study will be taking to the stage on Thursday at the CIPD’s annual conference.

How Technology Wires the Learning Brain Kids between the ages of 8 and 18 spend 11.5 hours a day using technology — whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours. But does that spell doom for the next generation? Not necessarily, according to Dr. “Young people are born into technology, and they’re used to using it 24/7,” Small said. “The technology train has left. The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. But that’s not the headline here. Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. “Texting is an expression of what it means to be human,” Small said. That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. “We can train empathic behavior,” he said.

CIPD 2014: Applying neuroscience to learning and development | Mark Johnson | Re:locate magazine On stage were Karen Bailey, head of competence development at Volvo, Jan Hills, partner and founder at Head Heart + Brain and Beverley Aylott, head of leadership at Imperial College Healthcare NHS Trust, with Ruth Stuart, research adviser for Learning and Development at the CIPD hosting the event. Much of the discussion revolved around how this relatively young discipline can be applied to the needs of organisations. Addressing the broader strokes of how neuroscience can help an organisation, Hill said that it provides insight into how people learn and how behaviour can be changed. "Neuroscience tells us that people learn the most when they have the insight themselves. So we've made a big study into how you make that insight part of your learning programmes, rather than telling people what they need to change or what they should do," she said. Neuroscience is key not just in the content trainers deliver, but in designing the entire process.

Brain Breaks to Liven Up the School Day! Designed to refocus and re-energize your learners, brain breaks are short activities (usually anywhere from two-five minutes) that encourage bursts of movement. Although typically utilized in elementary school classrooms, these breaks are ideal for learners of all ages. Even if they don't admit it outright, older kids love them! Why Incorporate Breaks? They get everyone up and moving.They take very little planning.They help settle and refocus distracted students.They build classroom community.They challenge kids to use their brains in different ways. How Should You Present Brain Breaks in Your Classroom? Although you can brainstorm a different break every day, I’ve found that my creative juices run low later in the week, and it’s hard for me to think of something new and different on a daily basis. Brain Breaks to Use with Older Learners Silent ball is awesome! Hangman: After writing a word on the board, have your class stand up (this helps incorporate some movement).

Neuroscience Mythology Hampers Teaching By Rick Nauert PhD Senior News Editor Reviewed by John M. Grohol, Psy.D. on October 17, 2014 Despite efforts to used fact-based approaches in education, teachers and the public may be incorrect on core assumptions that influence the way educational material is presented. In a new study, researchers from the University of Bristol wanted to show that educators often fail to heed their own advice as they make assumptions and use methods that are not evidence-based. The neuroscientists believe teachers innocently adopt or use strategies that they believe are based on emerging neuroscience findings. The report blames wishfulness, anxiety, and a bias towards simple explanations as typical factors that distort neuroscientific fact into neuromyth. Teachers in the U.K., Holland, Turkey, Greece, and China were presented with seven statements and were asked if they were true. The statements were: All of the statements represent so-called “neuromyths,” said the study authors. Specific findings included:

For Teenage Brains, the Importance of Continuing to Learn Deeply Big Ideas Daniel Horowitz for NPR By Shankar Vedantam, NPR John Hewitt is a neuroscientist who studies the biology of intelligence. He’s also a parent. Over the years, Hewitt has periodically drawn upon his scientific knowledge in making parenting decisions. “I’m a father of four children myself and I never worried too much about the environments that I was providing for my children because I thought, well, it would all work out in the end anyway — aren’t the genes especially powerful?” He knew intelligence has a strong biological component. But recently, Hewitt discovered something that surprised him. “Well, I may have been wrong,” he admits. Among some children with very high IQs, the brain appears to stay in learning hyperdrive for an extended period. What Hewitt, director of the Institute for Behavioral Genetics at the University of Colorado, is talking about is a new understanding of the interplay between your genetic inheritance and how you learn from the environment. Hewitt agrees.

Moving an Asteroid, Mapping the Brain and More Rick Sternbach/KISS An illustration of a spacecraft for retrieving a 500-ton asteroid. Yet these rocket scientists think it would be possible to send a robotic spacecraft to capture a small asteroid, perhaps 22 to 32 feet in diameter and about 500 tons, and move it somewhere near the Moon, where astronauts could fly out and study it, maybe by 2021. The idea was formalized in a report in 2012, and appears ready to move forward; Aviation Week was the first to report that the agency’s 2014 budget request included $100 million for a new mission to go get that rock. President Obama has already said that he’d like astronauts to go out and visit a local asteroid (a type of “near-Earth object,” in NASA parlance) by 2025. A government briefing on the mission refers to the asteroid, charmingly, as a “noncooperative space object” and adds: “The prospect of capturing, transporting and then visiting an asteroid — robotically and with human interaction — has an intrinsic appeal for much of the public.”

A school brings brain research to the center of its curriculum Specifically, Whitman, of the private St. Andrew’s Episcopal School in Potomac, was referring to the almond-shaped set of neurons in the brain’s medial temporal lobe that plays a big role in the processing of emotions. He meant that the panic she had been feeling can shut down clear thinking. More broadly, Whitman was drawing a link between the student’s school work and how her brain works, a connection that the school has made an unusual priority in the K-12 education world. Whitman is the head of the school’s two-year-old Center for Transformative Teaching & Learning, which aims to help teachers find the best research on teaching, learning and the brain. The unique center works with Johns Hopkins University School of Education, where Mariale Hardiman, the co-founder and director of Hopkins’s Neuro-Education Initiative, calls St. “How can we use research to give kids more opportunities to transfer information and recall? For example: ●Amy Helms, 27, is a graduate of St. St.

The Science of “Chunking,” Working Memory, and How Pattern Recognition Fuels Creativity by Maria Popova “Generating interesting connections between disparate subjects is what makes art so fascinating to create and to view… We are forced to contemplate a new, higher pattern that binds lower ones together.” It seems to be the season for fascinating meditations on consciousness, exploring such questions as what happens while we sleep, how complex cognition evolved, and why the world exists. Joining them and prior explorations of what it means to be human is The Ravenous Brain: How the New Science of Consciousness Explains Our Insatiable Search for Meaning (public library) by Cambridge neuroscientist Daniel Bor in which, among other things, he sheds light on how our species’ penchant for pattern-recognition is essential to consciousness and our entire experience of life. To illustrate the power of chunking, Bor gives an astounding example of how one man was able to use this mental mechanism in greatly expanding the capacity of his working memory. Donating = Loving Share on Tumblr

10 iPhone Apps that Boost Brain Function Check out this list of 10 great brain-training apps from that are supposed to increase brain function, actually making you smarter! Brain BombBrain Bomb is a free app with relatively high reviews, purporting to be filled with games so difficult that only 1% of the population can solve them all. Whether claims regarding the puzzles’ complexity may be a bit exaggerated, they do actively help to improve your memory, lateral thinking skills, reaction time and visual judgment.Math vs. These apps can help you grow intellectually, but it doesn’t take a genius to know that using them while driving isn’t smart at all. Brain-Compatible Study Strategies Driving my 15-year-old daughter home from cross country, I asked her where she learned to study. She replied, "Mom, I have never been taught how to study, we just do it because teachers have way too much to teach! They assume we know, and Cornell Notes are their idea of teaching us how to study!" I thought about this conversation and began to create a template that can hopefully assist students to organize, plan and create capacity in their working memories to learn content for the long term. Below is a brief, simply-stated template on study skills for fifth grade students preparing for a math assessment. The brain's executive functions must be addressed even though our curriculum is full to overflowing, our days and hours are shortened instructionally, and we cannot afford not to integrate these mindful, researched strategies that invite the working memory and prefrontal cortex to engage in the learning process. Strategies You Need An Analogy for Fifth Graders Gearing up for a test