Why Neuroscience Matters in the Classroom

Why Neuroscience Matters in the Classroom

By: Marie Felde (author), Kathleen Scalise (author)Paperback

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Description

This book provides the means for every teacher to build a base of understanding in three essential learning sciences-neuroscience, cognitive psychology, and educational research-as a foundation that they will use throughout their careers. By combining all three fields of the learning sciences, it puts the pieces together in one volume, makes them relevant to the work of every teacher and learner, and fills a gap in teacher education texts. The brain-based principles presented show how the brain and mind work in relation to what we know of behavior and learning in the classroom. The foundational information is presented in a series of key concepts the authors call The CORE. It's based on research done expressly for this book by the University of Oregon, College of Education in collaboration with the Columbia University Department of Neuroscience. Using a technique called saturation evaluation to explore a wealth of research-based resources, these groups identified what could reasonably constitute essential understandings of brain science for teachers. The CORE fundamentals are summarized in a framework comprised of seven Guiding Principles, each amplified by a related set of Big Ideas. Concise, accessible, and structured especially for teacher education, Why Neuroscience Matters in the Classroom is understandable and relevant to all teachers, even those who say they are science shy. Learning points introduce the reader to what's to come and Scenarios summarize the material that's covered, including such topics as neural plasticity and the basics of physical change; how nutrition, exercise, and sleep may affect learning; the major roles that emotion, attitude, and stress play in brain function; and more.

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About Author

Kathleen Scalise is an award-winning associate professor at the University of Oregon who has served nationally and internationally on numerous distinguished projects in science literacy for teachers and students. In 2013, she served a dual appointment as a visiting research scientist with Columbia University's Department of Neuroscience and as a visiting scholar with Teachers College at Columbia. Director of the U.S. National Assessment of Educational Progress (NAEP) in Science for ETS, she has served internationally in science literacy and assessment efforts with the Organization for Economic Co-operation and Development (OECD) and the International Association for the Evaluation of Educational Achievement (IEA). She was appointed in 2012 by the U.S. National Academy of Sciences to serve on the National Research Council (NRC) Committee on a Framework for Assessment of Science Proficiency in K-12. She is author of numerous scholarly and research publications in STEM education (science, technology, engineering and mathematics). She received the Early Career Teaching Award from the University of Oregon for her excellence in teaching in 2007. She holds K-12 teaching credentials in physical sciences and life sciences, a bachelor's degree in biochemistry, and the Ph.D. from UC Berkeley (2004). Marie Felde is a veteran writer whose career as a daily journalist, editor, and university communications executive has focused on taking complex, often scientific and technical material and translating it into easy to read information that readers find engaging and useful. As Executive Director of Media Relations at the University of California, Berkeley, she led a team of experienced science and education writers at one of the world's leading universities highlighting the value of learning and the creation of new knowledge.

Contents

Brief Table of Contents Chapter 1. A CORE of Understanding - 2 Framework of the CORE: Seven Guiding Principles and Their Associated "Big Ideas" - 34 Chapter 2. Neural Plasticity - 36 Chapter 3. Cognition and Instructional Design - 62 Chapter 4. Encoding Strategies and Memory - 90 Chapter 5. Elaborating on Instructional Design - 118 Chapter 6. Sleep, Exercise, and Nutrition - 142 Chapter 7. Emotional Function and Attitude in the Brain - 166 Chapter 8. Stress - 192 Chapter 9. Feedback and Evidence in the Brain - 208 Chapter 10. Sensitive Periods - 232 Chapter 11. Insights across the Curriculum - 248 Chapter 12. Action Plan - 282 Appendix A Technical Report on Development of the CORE - 292 Appendix B Summary of Sampled Resources of the CORE - 308 Index - 315 Detailed Table of Contents Chapter 1. A CORE of Understanding - 2 The Power of Three: Three Learning Sciences Are Better Than One The Power of Three: A Focus on Reading A Word about Neuromyths Organization of This Book Introducing Seven Guiding Principles Laying Out the CORE Succeeding in the 21st Century Bringing Cognitive Science into the Classroom Going Beyond the CORE Conclusion Resources References Framework of the CORE: Seven Guiding Principles and Their Associated "Big Ideas" - 34 Chapter 2. Neural Plasticity - 36 Plasticity Defined Importance of Plasticity Building on What is Useful A Tale of Two Signaling Systems Staying Thoroughly Modern Exploring the Capacity to Change Brain Growth Pioneer and Legendary Teacher Pruning's Surprising Role Does the Brain Make Value Judgments? To Reason Like Einstein What Gets Fired Gets Wired Conclusion Closing Scenario Citations References Chapter 3. Cognition and Instructional Design - 62 Approaching Instructional Design Thinking about ... Cognition Who's in Charge: The Mind or the Brain? Executive Function: A CEO of the Brain Brain Power to Spare? No Way Environments in Which We Thrive Allocating Attention: An Example The Flynn Effect in Cognition Patterns in the Brain Conclusion Closing Scenario Citations References Chapter 4. Encoding Strategies and Memory - 90 Why Memory Matters Connecting Memory with Instructional Design Are We Programmed to Forget? Knowledge Integration Memory as an Investment and Commitment of Resources The Three Processes of Memory: Acquiring, Accessing, and Retaining Luke Skywalker and Accessing Our Memories Memory Retrieval and the Importance of Association How Chunking Builds Useful Memory Repeated Exposure Enhances Memory Making Practice (of the Right Kind) Makes Perfect Making Homework Memorable Primacy, Timing, and Memory How Much Can We Remember? Managing Cognitive Load A Word about Skill Acquisition and Memory Reluctant to Give Up Our Associations Conclusion Closing Scenario References Chapter 5. Elaborating on Instructional Design - 118 Approaching Instructional Design Approaches to Not Lose Learning Our "Original" Thinking Tapping into the Perceptual Field Seeing Patterns of Importance Similarity and Difference: The SAD Effect A "Training Set" for the Brain Putting Similarities and Differences to Work How Representations Diagram Our Thinking Making Connections "Conditionalizes" Knowledge Making It "Real" for the Brain Transfer is Introduced Scaffolding and Fading The Social Nature of Cognitive Engagement Conclusion Closing Scenario Citations References Chapter 6. Sleep, Exercise, and Nutrition - 142 Sleep Exercise Nutrition Conclusion Closing Scenario Citations References Chapter 7. Emotional Function and Attitude in the Brain - 166 The Brain Needs Emotional Input Emotion and Feeling Differ Neurotransmitters' "All Alert" How Emotion Works in the Brain A Framework for Learning Resistance Resistance as Part of Our Fundamental Makeup The Telling Response to Challenge Students Motivated by Their Own Brains Conclusion Closing Scenario Citations References Chapter 8. Stress - 192 Stress, Distress, and Anxiety The Stress Response Stress, Up to a Point, Has Benefits Brief Stress Primes Neuron Growth Test-Taking Warriors and Worriers Perception Matters ... a Lot Conclusion Closing Scenario Citations References Chapter 9. Feedback and Evidence in the Brain - 208 Feedback Abounds in the Classroom Teaching Teachers about Feedback and Evidence as a Brain Concept How Feedback and Evidence Work in the Brain Feedback and Evidence from the View of Teachers Feedback that Works: What Does the Evidence Say? Feedback and Attention Feedback or Instruction? Making Formative Assessment Effective Reflections on Goal Setting and Feedback Prediction and Evidence Accumulating Evidence to Make Decisions Mindfully Filling Gaps Conclusion Closing Scenario Citations References Chapter 10. Sensitive Periods - 232 Sensitive Periods or Critical Periods? A Preferential Time of Brain Reorganization The Role of Experience and Exposure Early Musical Training and the Brain: An Example Research Frontiers in Sensitive Periods A Caution on Overinterpreting Findings Sensitive or Deprived? Conclusion Closing Scenario Citations References Chapter 11. Insights across the Curriculum - 248 Quantitative Thinking in the Brain Literacy, Reading, and the Representation of Language in the Brain Reasoning in the Brain Conclusion Closing Scenario Citations References Chapter 12. Action Plan - 282 The Perspective from Scientists The Perspective from Teachers It Takes a Village: Actions That Schools and Educators Can Take Moving Ahead in the 21st Century Conclusion Citations References Appendix A Technical Report on Development of the CORE - 292 Appendix B Summary of Sampled Resources of the CORE - 308 Index - 315

Product Details

  • publication date: 29/03/2016
  • ISBN13: 9780132931816
  • Format: Paperback
  • Number Of Pages: 352
  • ID: 9780132931816
  • weight: 420
  • ISBN10: 0132931818

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