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Edutopia Editors. (2016, March 4). Resources on learning and the brain. Edutopia. Retrieved May 4, 2023, from https://www.edutopia.org/article/brain-based-learning-resources

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Working memory involves the conscious processing and managing of information required to carry out complex cognitive tasks such as learning, reasoning, and comprehension. It has been described as the brain's conductor.

Central executive monitors and coordinates input and decides which information we will focus our attention on. As with other cognitive processes that power executive function, the home base of working memory is in the prefrontal cortex.

Other areas of the brain that support working memory are the hippocampus, which is involved in long-term memory storage and spatial orientation, and Broca's area, located on the left side of the frontal lobes and involved in language processing and verbal fluency.

Working memory is involved in a variety of learning and daily living tasks, such as reading, problem solving, and navigation.

As an educator, you know well how you must to be able to maintain the mental skillfulness and agility to process many variables in everyday teaching practice, such as students' prior knowledge, the primary purpose and goal of a lesson, sequence of learning activities, time constraints, interruptions throughout the school day, and on and on.

Workouts for working memory are "repeat after me","make a game of it","emphasize relevance","hone short-term relevance","visualize it","teach it to learn it".

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Training the Brain to Listen: A Practical Strategy for Student Learning and Classroom Management

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Training the Brain to Listen: A Practical Strategy for Student Learning and Classroom Management

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The process of receiving and decoding spoken words takes place in the auditory cortex, which is the part of the human brain's cerebral cortex that processes auditory input

Its job is to receive signals from the ears and to transmit those signals to other parts of the cerebral cortex for decoding sound into meaning.

The most common obstacle to effective listening is noise.

The HEAR strategy  is designed to help students recognize and block out that noise as they devote their attention to listening.

Halt: Stop whatever else you are doing, end your internal dialogue on other thoughts, and free your mind to pay attention to the person speaking.

Engage: Focus on the speaker. We suggest a physical component, such as turning your head slightly so that your right ear is toward the speaker as a reminder to be engaged solely in listening.

Anticipate: By looking forward to what the speaker has to say, you are acknowledging that you will likely learn something new and interesting, which will enhance your attention.

Replay: Think about what the speaker is saying. Analyze and paraphrase it in your mind or in discussion with the speaker and other classmates. Replaying the information will aid in understanding and remembering what you have learned.

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Cracking the Code of Student Emotional Pain

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Cracking the Code of Student Emotional Pain

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When instructors listen with open and sensitive minds, they can identify whether a student's responses are unwarranted. This is an opportunity to validate what was heard and to simply be present.

Collaborative processes that will help students reset expectations and rethink outcomes when they face an academic, emotional, or social challenge are rewiring students brains,learning from emotions,and teacher well-being.

Where to begin when teachers and students feel stuck is having good questions for discussion starters such as

1. What do you want?

2. Do you have a plan?

3. How can I help you?

4. What are your resources?

5. What feels difficult?

6. What could be the best possible outcome?

7. What is the worst thing that could happen?

8. Is your interpretation really true?

9. How do you know this?

10. What is a first step in improving this situation?

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Brain Movies: When Readers Can Picture It, They Understand It

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Brain Movies: When Readers Can Picture It, They Understand It

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The research basis for the usefulness of transforming text into mental images can be found in Allan Paivio's dual coding theory, which holds that cognition consists of both a verbal system for language and a nonverbal, visual-spatial one for images.

Visualizing while reading is a strategy that should be explicitly taught.

Share brain movies aloud to extend the learning

Emphasize vivid language for young writers

Let students choose their own material for developing brain movies

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Brain Development and Adolescent Growth Spurts

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Brain Development and Adolescent Growth Spurts

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The prefrontal cortex is where the highest cognitive and emotional control networks are being constructed, especially during the school years. These networks are what neurologists call executive functions.

Executive functions can be thought of as the skills that would make a corporate executive successful, abilities that allow them to organize,prioritize,communicate effectively, accurately interpret validity and value of information,make long-range plans to achieve goals,assess risk,solve problems creatively,and innovate.

These networks do not reach its full potential until adulthood.

When well nurtured,these function guide the brain's ability to manage emotional stability,control impulses,plan,respond productively to corrective feedback,learn from mistakes,remain resilient to setbacks,and reflect thoughtfully before making decisions and choices.

Early adolescence (ages 10-12) is a good time to build students' skills of organizing and prioritizing information and time management.

As a result of this strengthening, your students will build more skills en route to becoming self-directed learners.

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Things Educators Should Know About The Brain

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Things Educators Should Know About The Brain

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Conscious awareness and unconscious processing occur at different speeds, often simultaneously.

The brain has a short attention span and needs repetition and multiple-channel processing for deeper learning to occur.

Fear and stress impair learning.

We analyze others but not ourselves: the primacy of projection.

Learning is enhanced by emphasizing the big picture—and then allowing students to discover the details for themselves.