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Martin Burrett

Book Review: Neuroscience for Teachers by @teacherled_RCTs @EllieJane1980 & @idevonshire - 8 views

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    "Gradually, an important and growing evidence of the impact of understanding neuroscience in terms of learning and education has started to inform pedagogy, along with a better appreciation of how we learn. Yet, there is a lot of confusion and misunderstanding to what neuroscience science is, and many within the education sector would struggle to explain the principles, science and research to recognise how the brain processes information. Fundamentally, neuroscience literally means the 'science of the nervous system', making use of the principles and many techniques from the main science disciplines of physics, chemistry and biology."
aaxtell

The concept of different "learning styles" is one of the greatest neuroscience myths - 102 views

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    The notion that people have different "learning styles" -- e.g., visual, auditory, kinesthetic -- is a myth with no evidence to support it. It is a widely-held belief that is harmful to students as it sends the message that are only capable of certain types of learning.
oregonjon

The High Cost of Neuromyths in Education | Edutopia - 50 views

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    Learning Styles, Left Brain/Right Brain, and 10% are myths that we need to stop using to guide our teaching. They don't help, and they probably waste money and effort that could be used on things that actually help. You know, like good teaching (pre-assessment, goal-setting, differentiation, and keeping learners in their ZPD).
Wes Bolton

Serious reading takes a hit from online scanning and skimming, researchers say - The Wa... - 89 views

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    "To cognitive neuroscientists, Handscombe's experience is the subject of great fascination and growing alarm. Humans, they warn, seem to be developing digital brains with new circuits for skimming through the torrent of information online. This alternative way of reading is competing with traditional deep reading circuitry developed over several millennia."
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    Washington Post article on how the internet is impacting our ability to read and concentrate.
onepulledthread

Vialogues : EdLab Seminar Longshot: The Impact of Technology and Neuroscience on Teachi... - 40 views

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    video of seminar with computer science/education scholar Beverly Park Woolf
Cindy Huskey

News360.com - 41 views

  • stimulation aged four
    • Cindy Huskey
       
      Whoa. Reading at 4 yo just blows my mind.
Betiana Caprioli

Entrevista: "Las Neurociencias están cambiando el paradigma educativo" - 8 views

  • la región perisilviana izquierda tiene funciones neurolingüísticas y su disfunción ocasiona trastornos disléxicos o el área hipocámpica de ambos hemisferios tiene relación con la memoria a largo plazo y su alteración origina trastornos mnésicos, el síndrome de disfunción hemisférica derecha provoca síntomas discalcúlicos y disgrafía, así como alteraciones conductuales, cuya expresión más grave entra en el espectro autista (sistema límbico, región orbitofrontal).
  • Los estudios de neuroimagen permitieron constatar que el cerebro de un lector normal y el de una persona con dislexia difieren en sus patrones de actividad eléctrica y en la estructura cerebral. Se observó que, durante la lectura, la región parieto-temporal y la porción inferior y posterior de la región témporo-occipital se activan de manera diferente, siendo disfuncional en los disléxicos. El área de asociación auditiva donde se procesan los fonemas se activa con menor fuerza en los disléxicos, razón por la cual se cree que se ponen en funcionamiento otros circuitos cerebrales compensatorios en las áreas de la corteza visual para poder decodificar el lenguaje escrito. Todo ello incide desfavorablemente en la velocidad de procesamiento de la información escrita y en su retención. Asimismo, se detectó una reducción de la asimetría del lóbulo frontotemporal característica del cerebro normal (comúnmente está más desarrollado el lado izquierdo) lo cual influiría en el procesamiento del lenguaje.
  • ¿Es posible que las nuevas tecnologías estén forzando la aparición de nuevas formas cognitivas? Está claro actualmente que el ambiente regula la expresión genética, y que de esta interacción única surge la conducta humana. Esto explica la singularidad del ser humano, y la imposibilidad de que existan dos personas iguales.
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  • Según las Neurociencias, ¿es válida la antinomia constructivismo/conductismo, o estamos frente a dos mecanismos igualmente eficientes, pero aplicables a diferentes tipos de aprendizaje? Las neurociencias han aportado evidencias sobre qué ocurre en el cerebro durante el aprendizaje pero aun no se sabe exactamente cómo ocurre el aprendizaje y cuál es el efecto de las distintas prácticas pedagógicas en el funcionamiento cerebral de los niños. Sí se sabe que el aprendizaje se relaciona con un cambio en las conexiones sinápticas de las neuronas o de un grupo de neuronas específico, y/o con la generación de nuevas sinapsis, que se originan como una respuesta a cambios internos al cerebro y/o a los provenientes del entorno. No existiría una única manera de aprender del cerebro sino que los mecanismos y las áreas cerebrales implicadas difieren de acuerdo con el tipo de información o conocimiento que tengamos que adquirir. No es lo mismo aprender a leer que aprender a sumar y restar, y tampoco lo es el aprender fechas históricas precisas, la tabla periódica, una técnica deportiva o a tocar un instrumento musical. Intervienen distintas regiones cerebrales y se almacenan en diferentes sistemas de memoria. Es por ello que los métodos de enseñanza deberían diferenciarse también según el contenido de que se trate.
  • Es necesario continuar construyendo puentes de entendimiento entre los investigadores y clínicos que se dedican a las neurociencias cognitivas y los profesionales de la educación a fin de que los hallazgos de las investigaciones puedan traducirse en un lenguaje accesible y en prácticas concretas para el ámbito escolar.
Susanna Livingston

MindfullyChange - 77 views

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    Blog by Johnathan Jordan- Professional development leader- 
Marianne Hart

The Creativity Crisis - Newsweek - 48 views

  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • “Creativity can be taught,”
  • it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
    • Brian C. Smith
       
      Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines.
    • Bill Genereux
       
      This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
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  • When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
  • The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
  • When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
    • Ed Webb
       
      Surely, "more quickly"?
  • Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
    • Brian C. Smith
       
      Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
  • What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
    • Brian C. Smith
       
      Everyday process of work or school... over time, consistent and non-prescriptive.
  • kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
  • project-based learning
  • highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
  • When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
  • solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
  • The age-old belief that the arts have a special claim to creativity is unfounded.
  • When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
  • The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
  • The new view is that creativity is part of normal brain function.
  • “As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
  • In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
  • fact-finding
  • problem-finding
  • Next, idea-finding
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
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    For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
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