The Teenage Brain: Spock Vs. Captain Kirk : NPR Ed : NPR - 64 views
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an adolescent's weakness is other adolescents
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prefrontal cortex is our voice of reason
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Kirk needs Spock.
Are the students teaching each other?
Group items tagged
Brain gym - simple exercises for a better mind and body | Jane Alexander - 83 views
This is Your Child's Brain on Video Games | Psychology Today - 31 views
Storytime a 'turbocharger' for a child's brain - 10 views
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"Storytime: While reading to children has many benefits, simply speaking the words aloud may not be enough to improve cognitive development in preschoolers. A new international study, published in the journal PLOS ONE and led by researchers at Cincinnati Children's Hospital Medical Center, shows that engaging with children while reading books to them gives their brain a cognitive "boost.""
Response: Student Engagement "Requires A Conversation" - Classroom Q&A With Larry Ferla... - 59 views
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I like the metaphor of "brain sweat." It captures what we're going for as teachers.
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Are the questions simple, level 1 questions or higher level questions that could even stump an adult? If a student can make a teacher's brain sweat, then you know they are really engaged and thinking.
What the Internet Is Doing to Our Brains - 1 views
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"Most of us are on the Internet on a daily basis and whether we like it or not, the Internet is affecting us. It changes how we think, how we work, and it even changes our brains."
Summer Program - 34 views
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VocabularySpellingCity has a new summer word study program that allows children to sharpen academic skills as they play. These simple assignments are a daily workout for the brain, building literacy skills such as vocabulary, spelling, and writing.
The Problem of Student Engagement | Wright'sRoom - 9 views
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. So you can see why a boring environment having a more powerful thinning effect on the brain cortex than an exciting or enriched environment has on cortex thickening is a big deal.
What are questions? by Jason Fried of 37signals - 43 views
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“Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
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“Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
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I really like this acknowledgement of the role questions play in our cognitive process. They aren't just the knowledge equivalent of a meal ticket...they're our dinner date!
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Interesting statement about the role of questionging in acquiring new infomation. Your mind has to ask the question in order for your brain to have a place to hold onto the information.....interesting perspective.
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I frequently say a similar thing when I talk about having students share their questions after a first reading. Their questions are such a great diagnostic of what they are ready to learn! Having students ask and answer their own questions not only gives them the info. they need now, but teaches them to be self-directed learners for a lifetime.
Now You See It // The Blog of Author Cathy N. Davidson » You Want to Know Wha... - 2 views
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excellent reflection on being "differently brained" and the value of finding good partners to work with on learning tasks.
BBC News - Active brain 'keeps dementia at bay' - 37 views
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Results of a study published in Neurology that adds weight to the idea that dementia onset can be delayed by lifestyle factors such as reading writing, exercise and diet.
Brains in Pain Cannot Learn! | Edutopia - 52 views
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E+R=O, Feelings come from how we think about what happens. I Can Fix It!
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increased attention and focus.
Making as Problem Based Learning - 56 views
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Recently many of our Year Six students have been involved in projects that require them to utilise the brain of a maker. Facing challenges involving the exploration of how everyday objects are manufactured and while responding to their 'Genius Hour' ambitions they are facing a new set of problems and discovering the joy that comes from solving these with their hands as much as their brains.
Authors@Google: Dr. John Medina - YouTube - 0 views
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In Brain Rules, molecular biologist Dr. John Medina shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work.
When Gaming Is Good for You - WSJ.com - 2 views
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Other studies have found an association between compulsive gaming and being overweight, introverted and prone to depression
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The key to this statement is the "compulsive" gaming. Anything done to a compulsive or addictive level is unhealthy.
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The violent action games that often worry parents most had the strongest beneficial effect on the brain.
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In contrast, using cellphones, the Internet, or computers for other purposes had no effect on creativity,
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Thunks - Get Thunking - 149 views
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This site has been a wonderful source of discussion ideas in my class, especially in philosophy sessions. This site has an archive going back to 2007 of over 1,000 fabulous question that will get your class (and you) thinking and discussing. You can even submit your own brain bouncing questions to the site. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Digital Stress and Your Brain » Online Universities - 53 views
Brain Teasers and answers - 88 views
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i use this for literacy starters or sometimes extension activities
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Learning to Slow Down - 116 views
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Students must still learn to communicate complex ideas. They must be able to create entire thoughts that run together in recognizable patterns in order to function in school and at work. Most importantly, they must be able to master this skill to participate as informed citizens in our shared civil discourse. Students who are flooded by facts think that the best way to answer a question is to search for more facts instead of organizing and marshalling the information they already have to develop a strong case. As long as the Internet is readily available, a search is faster and easier than a thoughtful and challenging discussion.
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When my students learn to be nuanced, when they learn to listen carefully and find agreement, those are human tasks. When they learn to disagree carefully and logically, those are human tasks. These interactions that take place at the speed of conversation are essential building blocks for survival in the 21st or any other century.
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A thoughtful commentary on the need to help students value deliberation and "brain pacing" rather than just "internet retrieval speed."
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