Education has never had so many tools at its disposal to improve the teaching and learning processes. These are exciting times for everyone in the discipline. Neuroscience and psychology nurture our understanding of how the brain learns and help us identify the best teaching practices possible. Although the tools of the trade are important, the greatest single change occurring is the transformation of the teacher role into a catalyst for societal change.
"Tokuhama-Espinosa has written a reliable and well-researched book,Mind, Brain, and Education Science, A Comprehensive Guide to The New Brain-Based Teaching. In it, she establishes a frame of reference for consuming information from this rapidly evolving field, and she offers the current state of research that is relevant to education. Her book will aid educators, administrators, and others concerned about understanding the neuroscience behind how brains learn." 2e
For the first time ever, New Kinds of Smart brings together all the main strands of research about intelligence in one book and explains these new ideas to practising teachers and educators. Each chapter presents practical examples, tools and templates so that each new strand of thinking can be woven into their
In Multiple Intelligences in the Classroom, Thomas Armstrong describes how educators can bring Howard Gardner's theory of multiple intelligences into the classroom every day. Combining clear explanations and practical advice, Multiple Intelligences in the Classroom is an excellent guide to identifying, nurturing, and supporting the unique capabilities of evey student.
In order to orchestrate optimal learning, we must have an understanding of how the brain learns and what is required prior to the introduction of new information. The purpose of this book is to inform you about the complexity of students’ brains and, thus, the challenge and importance of teaching. Our
Educators are in need of ways to teach the most overwhelming quantity of information for which students have ever been accountable on standardized tests.
Neuromyths are born of a partial fact or a single study and are overgeneralizations about the brain–or in some cases, outright misinterpretation of data.
Science fiction series have always called attention to the unused parts of the brain, hinting at the fact that humans are just not living up to their potential.
Despite advances in technology, it’s impossible to measure exactly how much of the brain is being used for a number of reasons.
There’s a longstanding myth that people who are able to divorce emotions from their reasoning, are more successful. We now know, however, that emotions are vital to good decision-making. Actually reasoning and emotions are complementary processes.
Human brains are as unique as faces. Although the basic structure is the same, no two are identical.
Even identical twins leave the womb with physically distinct brains due to the slightly different experiences they had; one with his ear pressed closer to the uterus wall and bombarded with sounds and light, and the other snuggled down deep in the dark
Different people are born with different abilities, which they can improve upon or lose, depending on the stimuli or lack thereof.
The brain connects new information to old. Connecting new information to prior knowledge facilitates learning.
The brain is highly plastic. Human brains have a high degree of plasticity and develop throughout the lifespan. This means that people can learn throughout their lives.
Plasticity allows the brain to readjust and relocate brain functions from one area to another due to damage.
Plasticity challenges old views that the brain is a fixed structure; instead it’s malleable and different parts can be used for different things.