A new study shows that learning a new task past the point of mastery helps protect that learning from interference that could undermine it. The study used a visual task, but may extend to other forms of learning, such as motor learning.
Some educators are using frequent assessments to help inform lesson-planning, asserts educator Rita Platt. In this blog post, she shares three key ways educators can use assessment data for planning.
In the 1990s, neuropsychologists began to delve into free-form attention and found that it has many benefits, including for children’s learning and their brain development. To shift instantly into free-form attention, all an individual has to do is goof off.
The brain needs oxygen for optimal performance. Try any of these easy-to-use strategies to get pulses pumping in your classroom.
Emerging evidence from neuroscience suggests that middle and high school educators would do well to question the traditional image of students sitting quietly at their desks and begin to incorporate more opportunities for exercise, movement, drama, and hands-on learning in the classroom
New research shows that the part of the brain typically associated with muscular activity and motor control also plays a role in language functions and with visual-spatial, executive and working memory processes. By combining physical activity and higher-order thinking, teachers can capitalize on the brain-body connection and help students grow this area of their brain. Here are four ways to increase engagement and academic achievement by adding movement to learning.
Contrary to popular belief, DNA is not a child's destiny. IQ is not fixed. Cognitive skills can change. This is critically important in K-12 schools because of the poverty gap -- the difference between a child's chronological age and developmental age.
Neuroscientists have made enormous progress in unlocking the mysteries of the brain. Researchers know that the brain changes continuously as we learn, a process called neuroplasticity. Before teachers can fully make use of the latest brain research, we must first address common myths about how the brain works.
All the posts from Larry Ferlazzo on “brain-based” learning from the past five years – in one place!
Scientists studying language acquisition have found that the brain can reuse characteristics from a person's first language as they learn additional, similar languages, according to a study published in the Journal of Neuroscience. Brain scans examined what happened when study participants started learning a language similar to their native language.
Physical activity during and outside of school benefits brain structure, function and cognition, and promotes student achievement.
Students should have three opportunities to learn something before they are expected to remember it and be able to apply it, writes administrator and educator Ben Johnson. In this blog post, he writes that before conducting assessments, teachers should ask themselves a question: "What three learning opportunities have I given my students so they can be successful here?"
This article discusses research conducted in order identity what attributes better memory and internalization of material to writing out notes by hand as opposed to typing them. Dr. Pam A. Mueller of Princeton University and Dr. Daniel Oppenheimer of University of California, Los Angeles, come together which may spark an initiative to encourage students to put down laptops and pick up a pen and a note pad.
A recent study revealed that adolescents assigned to a mindfulness meditation program appeared to have improvements in memory. This correlates with other data that has found that mindfulness mediation to improve students’ working memory capacity.
Brain games to make you smarter are popular with healthy adults who want to sharpen mental performance, victims of traumatic brain injury and seniors at risk for Alzheimer’s. Now the Center for Center for BrainHealth at The University of Texas, Dallas, TX says brain training can help middle schoolers develop “gist reasoning,” the ability to “connect the dots” and generalize meaning from what one is learning. Read the article to learn more.
Teachers have the option of linking this unit to our extensive and engaging computer game The Golden Hour in which the player makes decisions on the diagnosis and treatment of a patient with a Traumatic Brain Injury (TBI). In this unit, students gain a greater understanding of the brain at the macro level—through a sheep brain dissection and CT scan interpretations.
"Researchers have known for some time that the brain is like a muscle; that the more you use it, the more it grows. They’ve found that neural connections form and deepen most when we make mistakes doing difficult tasks rather than repeatedly having success with easy ones. What this means is that our intelligence is not fixed, and the best way that we can grow our intelligence is to embrace tasks where we might struggle and fail. “This bold claim was made by Salman Khan in his article, "The Learning Myth: Why I'll Never Tell My Son He's Smart". Along with the article is an entertaining and informative 90-second video, "You Can Learn Anything." Check it out.
Here’s how educators can use the latest neurological research to help improve math and science instruction.Many educators have heard the old maxim, “If all learning is 0 to 10, then 0 to 1 is the most important.” Brain research backs up this nugget of wisdom, and neuroscientists such as Bruce E. Wexler, a professor of psychiatry at Yale University School of Medicine in New Haven, CT, believes nurture may play a larger role than nature when the test scores are tallied.
Research has shown that information can be forgotten quickly without reinforcement of prior knowledge or connections. This blog post considers research and trends about reducing "memory leaks" and reinforcing learning.
Depression in adolescents tied to socioeconomic status, study suggests poverty plays a role in the development of depression in adolescents and could also alter DNA structure over time, a new study published in Molecular Psychiatry suggests.
Interesting research on boys. Do you think they are considered “defective girls” when it comes to school and learning? If boys are restive and unfocused, we must look for ways to help them do better. Here are three suggestions: bring back recess, turn boys into readers and work with the young male imagination.
Think of a little one you know reading a book to you — even though they can’t decode. They may not be able to read the words, but can you see the high-level moves they are using? If not, you may think that pre-conventional readers spit back out a story they’ve learned by rote. However, early literacy teachers Kathy Collins and Matt Glover have documented at least 7 strategic cognitive moves that young readers make before decoding.
Check out this video on your brain on language.
A one-size-fits-all approach to helping struggling readers likely will be ineffective because of differences in students' brains, neuroscientist Martha Burns writes in this commentary. She suggests ways educators can use brain research and technology to help students "become successful, confident readers." Check out these tips in this article.
Ultimately, expertise is about using working memory to deliberately practice skills and decisions in order to build long-term memory fluency.
Youths with early-life adverse experiences were more likely to have asthma, sleep disruption, infections and somatic complaints, compared with those who didn't have childhood trauma, according to a study presented at the American Academy of Pediatrics' annual meeting.
Around the world, middle school and high school students are taking their learning beyond the textbook with the annual National History Day Contest. This project-based contest provides students an opportunity to demonstrate their historical research skills through one of five categories: documentary, exhibit, paper, performance, and website.
Over the past 15 years, neuroscientists have been making significant progress in transforming our ideas about how the brain develops between the ages of 11 and 20. While there has been substantial coverage of these findings in the popular press, comparatively little of this research has filtered its way into the debate about secondary school reform.
Did you know? A child’s family situation and socioeconomic status can cause differences in the brain that impact literacy, cognitive function, and more. But these gaps and deficits can be overcome.
Today’s final post in a four-part series on metacognition includes answers to the question: What is metacognition and why should teachers be concerned about it?
Physiological and psychological responses to race-based stressors may contribute to the persistent achievement gap between white and nonwhite students, according to a study by researchers at Northwestern University. Researchers found stress associated with racial discrimination negatively affects concentration, motivation and learning.
The new "question-of-the-week" is: What is metacognition and why should teachers be concerned about it?
Happify created a graphic to explain grit, or the passion and perseverance to achieve long-term goals.
Today we have an interview with Kelly Vagts about the “trauma lens”. Kelly Vagts is a clinical social worker who provides direct therapy services to grades K – 6 at HMK Elementary in Moab, Utah. Her specialty is working with children who have experienced trauma.
Childhood trauma isn’t something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain.
Investigators have studied whether working memory of children living in rural poverty is distinct from the working memory profiles of children in urban poverty. The results clearly suggest that school-aged low-socioeconomic status children exhibit both verbal and visuospatial working memory deficits, possibly due to increased levels of stress. Children in urban poverty showed symmetric working memory weaknesses, while children in rural poverty had worse visuospatial working memory than verbal working memory.
Dr. Eric Jenson, a nationally recognized expert on brain research and brain-based teaching, spoke to faculty of the Maine-Endwell and Windsor school districts about the effects of poverty on children’s brains.
The newest "Learning Moments" contains video clips revealing how young children spontaneously engage in concepts of size and quantity estimation during self-regulated play. The clip "Pajama Count" from the Early Mathematical Thinking CD is an example.
If we invest in programs that promote learning beginning at birth, the statistics will change, the stories will change and our future will change.