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Tag Archives: neuroscience
What Students Want to Know about Brains and Learning, Part II
High school students have questions. We have (some) answers. Continue reading
“How You Got to Be So Smart”: The Evolution of our Brains
Evolution of the Learning Brain: or How You Got to Be So Smart, by Paul Howard-Jones, offers an evolutionary history of learning itself. Both richly scientific and fun to read, it gives teachers a helpful, fresh perspective on our work in classrooms and schools. Continue reading
Constructivism: In The Brain, In The Classroom
Is constructivism a theory of learning, or a theory of teaching? Mike Hobbiss offers a provocative answer. Continue reading
![AdobeStock_125663401 [Converted]_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2019/05/AdobeStock_125663401-Converted_Credit-768x847.jpg)
Right Brained Language Learning (And Other Reasons to Ignore Brain Myths)
Recent research shows that right-hemisphere brain activity predicts successful language learning. For that reason (and many others), we shouldn’t think about “right-brain” or “left-brain” mental functions. Continue reading
No, Brain Scans Can’t See You Think
https://npjscilearncommunity.nature.com/users/19663-tracey-tokuhama-espinosa/posts/42620-deciphering-fact-from-fiction-about-the-brain Continue reading
The Best-Known Neural Model of Learning Might be Substantially Wrong
A new neural model of long-term memory formation might change our understanding of learning. It should not, however, change our approaches to teaching. Continue reading
STOP THE PRESSES (And Yet, Remain Calm)
In the world of science, if you see the right kind of evidence, you have to change your mind. As of this blog post, I might start changing my mind. Regular readers know that I frequently decry false claims about
Working Memory Overload Throws Neurons Out of Synch
Students use working memory all day long, but they — and we — don’t have very much. New research is starting to explain what happens when they experience working memory overload. In brief: brain regions that must function synchronously stop doing so. Some day this research field might help our students learn more effectively. Continue reading
The Limitations of Neuroscience in Guiding Teachers
Neuroscience offers fascinating insights into brains; psychology provides specific teaching suggestions. However much we enjoy and learn from the former, we should keep our eye on the latter. (Helpful links provided.) Continue reading
Spiders in Budapest: Deeper Understanding of the Brain
“Why can I forget what the capital of Hungary is, but not that I’m afraid of spiders?” Michael S. C. Thomas kicks off his website “How The Brain Works” with this intriguing question. Dr. Thomas is a good person to