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Research is revealing why, as the emotional part of the brain, the limbic system has the ability to open up or shut off access to learning and memory. When under stress or anxiety, the brain blocks access to higher processing and stops forming new connections, making it difficult or impossible to learn.

research shows that failure is essential.

Information in the brain that isn’t used is often lost, as neural pathways weaken over time.

Researchers have found that novelty causes the dopamine system in the brain to become activated, sending the chemical throughout the brain.

Students may have preferences for how they learn, but when put to the test, students were found to have equivalent levels of learning regardless of how information is presented.

cater to the emotional and social needs of students and improves their ability to learn, is more important than styles

Neuroscience research suggests that the best way to learn something new isn’t to focus on mistakes, but instead to concentrate on how to do a task correctly. Focusing on the error only reinforces the existing incorrect neural pathway, and will increase the chance that the mistake will be made again. A new pathway has to be built, which means abandoning the old one and letting go of that mistake.

students who don’t get intellectual stimulation over the summer are much more likely to forget important skills in reading and math when they return to class.

Peer collaboration offers students access to a diverse array of experiences and requires the use of nearly all the body’s senses, which in turn creates greater activation throughout the brain and enhances long-term memory. Group work, especially when it capitalizes on the strengths of its members, may be more beneficial than many realize.

Aside from being able to see and hear patterns, the human mind has a number of innate abilities (the ability to learn a language, for instance) that when capitalized on in the right way, can help make learning any concept, even one that is abstract, much easier. Combining these innate abilities with structured practice, repetition, and training can help make new ideas and concepts “stick” and make more sense.

Learning can change brain structure.

Learning science. As Harvard’s Todd Rose notes, there is no average; each of us has a “jagged profile.” He and others argue that we should address the individual needs of learners.

Agency

The extent to which a student owns their own learning, often called agency, is key

innovation is required in five dimensions: More innovative learning models and networks, particularly for high schools (XQ, NewSchools, and NGLC grantees are a good start); Competency-based learning platforms, gradebooks, badge and portfolio systems; Quality guidance systems that ensure equity and access. Mastery-based transcripts that allow students to more fully share their capabilities with postsecondary institutions and employers; State policy that advances a relevant graduate profile, makes room for innovation pilots, and articulates a quality outcome framework (see the CompetencyWorks report Fit for Purpose).