Learning+&+the+Brain

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6 Tips for Brain-Based Learning This is a free classroom resource guide, from Edutopia that offers practical tips across the K-12 spectrum -- a reading list and a variety of resources about this fascinating field. To help teachers and students learn more about their own brain power, there's also a bonus project that will get students thinking critically about how they learn.

In his article [|The Pedagogy of Play and the Role of Technology in Learning], author and middle school teacher Aran Levasseur refers to Dr. Brown’s views of play in a technological context. He says the road to today’s digital environment hasn’t been smooth, or in some cases, readily adopted, but by adopting a schema of play, technologies such as the Apple iPad can become effective learning tools.

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Rieber, L.P. (1996). [|Seriously Considering Play: Designing Interactive Learning Environments Based on the Blending of Microworlds, Simulations and Games.] Educational Technology Research and Development, 44(2), 43-58. This paper provides a brief overview of the history, research, and theory related to play, which has proven to be a powerful mediator for learning throughout life. Rieber defines play as having the following attributes: It is usually voluntary, it is intrinsically motivating, that is, it’s pleasurable for its own sake and not dependent on external rewards. Play also involves some level of active, often physical engagement, and it is distinct from other behavior by having a make-believe quality to it.

9 Signs that Neuroscience has Entered the Classroom

Experts call for Teaching Educators Brain Science

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Davidson, Cathy, N (2011). //Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work and Learn//. Viking. Penguin. London, England. A combination of science and its real-world application, //Now You See It// sheds light on one of the greatest problems of our historical moment: our schools and businesses are designed for the last century, not for a world in which technology has reshaped the way we think and learn. In this informed and optimistic work, Cathy N. Davidson takes us on a tour of the future of work and education, introducing us to visionaries whose groundbreaking ideas will soon affect every arena of our lives, from schools with curriculums built around video games to workplaces that use virtual environments to train employees.

Davidson, Cathy, N. and David Theo Goldberg (2010). //The Future of Thinking: Learning Institutions in a Digital Age//. MIT Press. Over the past two decades, the way we learn has changed dramatically. We have new sources of information and new ways to exchange and to interact with information. But our schools and the way we teach have remained largely the same for years, even centuries. What happens to traditional educational institutions when learning also takes place on a vast range of Internet sites, from Pokemon Web pages to Wikipedia? This report investigates how traditional learning institutions can become as innovative, flexible, robust, and collaborative as the best social networking sites. The authors propose an alternative definition of "institution" as a "mobilizing network"--emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change--and explore the implications for higher education. The Future of Thinking reports on innovative, virtual institutions. It also uses the idea of a virtual institution both as part of its subject matter and as part of its process: the first draft of the book was hosted on a Web site for collaborative feedback and writing. The authors use this experiment in participatory writing as a test case for virtual institutions, learning institutions, and a new form of collaborative authorship. The finished version is still posted and open for comment. This book is the full-length report of the project, which was summarized in an earlier MacArthur volume, The Future of Learning Institutions in a Digital Age.

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Schank, Roger. //Teaching Minds: How Cognitive Science Can Save Our Schools//. (2011) Teachers College Press. ISBN 978 0 8077 5266 1.) From grade school to graduate school, from the poorest public institutions to the most affluent private ones, our educational system is failing students. In his provocative new book, cognitive scientist and bestselling author Roger Schank argues that class size, lack of parental involvement, and other commonly-cited factors have nothing to do with why students are not learning. The culprit is a system of subject-based instruction and the solution is cognitive-based learning. //Teaching Minds//provides a model for revolutionizing the very foundations of education. Using the cognitive science discoveries of recent years, Schank demonstates how teaching should be aligned with the way people think rather than with the subjects that have always been taught. He identifies 12 cognitive processes that must be mastered by all students no matter what careers they choose. He explains how teachers can act as mentors and facilitators, guiding students as they acquire experiences related to these processes. This "new" kind of learning will naturally lead to a "new" kind of teaching that will better prepare students to succeed in school and in the highly competitive global arena.

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Neuromyths: Separating Fact & Fiction

Brain Based Learning: Edutopia Resources

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Mind Brain Education