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The Brain for Kids

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The Brain for Kids - What is the brain and how does it work?

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The Science in the Art of Teaching: Using Mind, Brain, and Education to Dispel Neuromyths and Improve Education

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Harvard University Extension School, United States

FLACSO Quito (Latin American Faculty for Social Sciences), Public Policy (Director: Betty Espinosa), Ecuador

Mind, Brain, and Education science unifies research from psychology, neuroscience and pedagogy to enhance human teaching and learning process using transdisciplinary research (Hinton, Fischer & Glennon, 2012). While each of MBE's sub-fields has advanced over the last decade in conceptual understandings of learning processes -- including experienced-based neuroplasticity over the life-span (e.g., Lillard & Erisir, 2011), schema-dependent encoding's relation to academic performance (e.g., van Kesteren, Rijpkema, Ruiter, Morris & Fernández, 2014), implicit learning processes (e.g., Reber, 2013), the role of affect in cognitive process (e.g., Immordino‐Yang & Damasio, 2007), and the role of working memory in decision making (e.g., Curtis & Lee, 2010) -- a unified vision of teacher education based on this data has yet to emerge (Sigma, Peña, Goldin & Ribeiro, 2014). According to a recent study (Tokuhama-Espinosa, in preparation), some of the greatest challenges that exist include "debunking myths that allow a lot of commercially-driven people to promote fake information among educators". Between 2006-2008, the first international Delphi expert panel determined the standards in the emerging field of Mind, Brain, and Education science (Tokuhama-Espinosa, 2008). The research began as a Grounded Theory development based on a meta-analysis of the literature between 1977-2008, which involved reviewing over 4,500 documents in the field, including peer-review journal articles, conference proceedings, textbooks and popular press material. Based on the review of the literature, a new model of "neuroeducation" and MBE guidelines were developed. The 2006 Delphi panel was asked to classify statements found in the literature and used in teacher training into information that was "well-established," "probably so," "intelligent speculation," and "neuromyths" based on the OECD's continuum found in Understanding the brain: The birth of a learning science, (OECD, 2002). The experts' opinions were then compared with the criteria of the Best Evidence Encyclopedia and What Works Clearninghouse for "strong evidence of effectiveness" and "positive effects" respectively. This comparison showed that the experts' opinions were, indeed, upheld by the neuroscience literature. Based on the experts' comments, it was found that nearly 80% of the most popular books related to "brain-based learning" were less than 100% accurate in their claims, and in some cases, supported using what the panel labeled as neuromyths as key elements in teacher training. MBE research is relatively new in the sciences. This fact challenges teachers who have been in education for many years and who need to be brought up to speed about learning and how advances in technology and neuroscience have changed Education (OECD, in press). A new Delphi panel was formed in 2016 as a 10-year follow-up on the original Mind, Brain, and Education science Delphi study. The objectives of the new Delphi were to measure advances in the MBE field, gauge the extent to which information from neuroscience has entered the mainstream teacher education structures of universities, and document specific advances in both domain-specific content-area. New literature published between 2006-2016 included 3,041 additional documents and identified 109 current thought-leaders from 21 different countries, all of who were invited to participate in the Delphi, 42 of whom did so. The data from the 2016 Delphi indicates that teacher training and professional development opportunities still do not yet provide enough basic information about the brain and learning. Based on a review of the top 200 U.S. programs in Education, and the top 200 QS World University Ranking of Educational programs, the number of programs in educational neuroscience, cognitive psychology, behavioral neuroscience, and cognitive neuroscience have increased in Psychology or Neuroscience departments, however, there are few new programs in Education departments and even fewer in transdisciplinary studies between departments. Mention of the brain and learning in undergraduate education programs is even less frequent, and often only allude to educational psychology courses in the curriculum with little emphasis on knowledge of the brain. Between 2006 and 2016, there were numerous new peer review journals, conferences and societies in MBE and related fields. There are now more academic programs than ever that promote the MBE transdisciplinary vision, and more practitioners who work within the field. There have also been significant advances in documenting domain-specific learning, such as how the brain perceives numeric magnitude estimation in math (e.g., Dehaene, 2011; De Smedt, Noël, Gilmore, & Ansari, 2013), learns new words (e.g., López-Barroso, Catani, Ripollés, Dell'Acqua, Rodríguez-Fornells & de Diego-Balaguer, 2013) or reads (Dehaene, Cohen, Morais & Kolinsky, 2015). Initial analysis of the 2016 Delphi show that important progress in teacher training has been made by foundations (e.g., The Wellcome Trust, The Annenberg Foundation, The Dana Foundation, among others) and conferences (e.g., Brain and Learning, IMBES, Society For Neuroscience, among others), but these experiences often rely on the initiative of individual teachers rather then on a systematized exposure to quality information within formal teacher education programs. The result is that many of the same challenges that existed a decade ago still remain, including the propensity of neuromyths in teacher education (e.g., Dekker, Lee, Howard-Jones & Jolles, 2012) and less than optimal collaboration between the fields of neuroscience, education and psychology to advance teaching (Pasquinelli, Zalla, Gvodzic, Potier-Watkins & Piazza, 2015). Table 1. Executive Summary of MBE Delphi Panel Results 2016-2017 The initial summary findings of the new Delphi panel (2016) (Table 1) indicate consensus on an increased number of principles and tenets in MBE, an expanded understanding of neuromyths and their prevalence in society, and an increased number of research, practice and policy goals. The standards of their field were refined, and there was agreement on specific advancements in MBE over the past decade, as well as the challenges facing the field in the coming years, including (a) the elimination of neuromyths; (b) policy changes to include MBE concepts; (c) the need for a greater focus on teaching-learning process rather than just on learning; (d) increased access to schools to engage in research; (e) the establishment of MBE topics in teacher education; and (f) funding for interaction and research between neuroscientists, educators and psychologists. The results of this study are detailed below.

References

References:

Ansari, D., Coch, D., & De Smedt, B. (2011). Connecting Education and Cognitive Neuroscience: Where will the journey take us?. Educational Philosophy and Theory, 43(1), 37-42.
Curtis, C. E., & Lee, D. (2010). Beyond working memory: the role of persistent activity in decision making. Trends in Cognitive Sciences, 14(5), 216-222.
De Smedt, B., Noël, M. P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2(2), 48-55.
Dehaene, S. (2011). The number sense: How the mind creates mathematics. OUP USA.
Dehaene, S., Cohen, L., Morais, J., & Kolinsky, R. (2015). Illiterate to literate: behavioural and cerebral changes induced by reading acquisition. Nature Reviews Neuroscience, 16(4), 234-244.
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012 Oct 18). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2012.00429
Hinton, C., Fischer, K. W., & Glennon, C. (2012). Mind, brain, and education. MIND.
Immordino‐Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10.
Lillard, A. S., & Erisir, A. (2011). Old dogs learning new tricks: Neuroplasticity beyond the juvenile period. Developmental Review, 31(4), 207-239.
López-Barroso, D., Catani, M., Ripollés, P., Dell'Acqua, F., Rodríguez-Fornells, A., & de Diego-Balaguer, R. (2013). Word learning is mediated by the left arcuate fasciculus. Proceedings of the National Academy of Sciences, 110(32), 13168-13173.
OECD. (2002). Understanding the brain: The birth of a learning science. Paris, France: OECD.
OECD. (in press). Teachers' pedagogical knowledge and the teaching profession. Paris, France: Author.
Pasquinelli, E., Zalla, T., Gvodzic, K., Potier-Watkins, C., & Piazza, M. (2015). Mind, brain, and teaching: Some directions for future research. Behavioral and Brain Sciences, 38.
Reber, P. J. (2013). The neural basis of implicit learning and memory: a review of neuropsychological and neuroimaging research. Neuropsychologia, 51(10), 2026-2042.
Samuels, B. M. (2009). Can the differences between education and neuroscience be overcome by mind, brain, and education?. Mind, Brain, and Education, 3(1), 45-55
Sigman, M., Peña, M., Goldin, A. P., & Ribeiro, S. (2014). Neuroscience and education: prime time to build the bridge. Nature Neuroscience, 17(4), 497-502.
Stein, Z., & Fischer, K. W. (2011). Directions for mind, brain, and education: Methods, models, and morality. Educational Philosophy and Theory, 43(1), 56-66.
Tokuhama-Espinosa, T. (2008 Jul). The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (Mind, Brain, and Education Science). Dissertation (PhD), Capella University, Minnesota. AAT 3310716.
Tokuhama-Espinosa, T. (in preparation). Second international Delphi panel survey on "Mind, Brain, and Education". June-September 2016.
van Kesteren, M. T., Rijpkema, M., Ruiter, D. J., Morris, R. G., & Fernández, G. (2014). Building on prior knowledge: schema-dependent encoding processes relate to academic performance. Journal of Cognitive Neuroscience, 26(10), 2250-2261.

Keywords: neuromyths, Mind Brain and Education, educational neuroscience, Neuroeducation, Cognitive Psychology, Teacher Education, Delphi panel

Conference: 2nd International Conference on Educational Neuroscience, Abu Dhabi, United Arab Emirates, 5 Mar - 6 Mar, 2017.

Presentation Type: Talks (for invited speakers only)

Topic: Educational Neuroscience

Citation: Tokuhama-Espinosa TN (2017). The Science in the Art of Teaching: Using Mind, Brain, and Education to Dispel Neuromyths and Improve Education. Conference Abstract: 2nd International Conference on Educational Neuroscience. doi: 10.3389/conf.fnhum.2017.222.00001

The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated.

Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence ( https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed.

For Frontiers' terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions.

Received: 01 Feb 2017; Published Online: 11 Dec 2017.

* Correspondence: PhD. Tracey N Tokuhama-Espinosa, Harvard University Extension School, Cambridge, MA, 02138, United States, traceytokuhamaespinosa@gmail.com

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Mind, Brain, Education

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The 6 Principles of Mind-Brain-Education

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Throughout the centuries, great teachers have been guided by their intuition as to what method of teaching works best. Modern brain imaging techniques have brought into plain view why certain methods work as the workings of the brain has never been as thoroughly demonstrated. Today we have a clear understanding of which methods work. The latest research in the science of Mind, Brain and Education (MBE) are available to help 21st Century teachers and learners achieve success. MBE is a young science started at Harvard University 25 years ago by uniting the fields of neuroscience, psychology, and education. Here are the 6 principles MBE is based on:

1. Each Brain is Unique and Uniquely Organised

Our brains are as unique as our faces or our fingerprints. Although the basic structure and patterns of learning remain the same, each brain is unique.

Each human being has unique DNA. Our blueprint is further influenced and shaped by our lifetime experiences, as the age-old nature versus nurture argument goes. Even if identical twins share very similar genes (each human being has 24 000), the latest genetic studies prove that their phenotype or physical manifestation will differ as a result of life experiences and epigenetic factors (the way in which environmental factors alter behaviour and development.

Humans share general physical and neurodevelopmental stages (yet not in the same way or at the same rate) that establish the parameters for learning. Since each brain is unique and develops in its own way, students will learn and develop at their own pace. This is why a "one size fits all" method of teaching is ineffective.

2. All Brains are Not Equal Because Context and Ability Influence Learning

He has a gift for words, she has a mathematician's brain, some of us resent change while others welcome it - why is it so? We know that the different stages of brain development impact our comprehension and the development of our skills by influencing our brain's physiology. Not only are our brains different, but our genetic predisposition, our "abilities" differ. There is no predefined frame for success as a learner.

The human brain is wired for studying and experimenting and is constantly changing. With the right support, motivation and an appropriate learning environment, a modest background (genetic or not) can be maximized beyond expectation; while individuals born with great potential or under the right circumstances may not reach their potential if they do not live up to it.

An interesting example is that of dyslexia and astronomy. Research shows that dyslexia is the result of an atypical cortical organization. However, the dyslexic brain's visual field is wired differently, allowing for a wider spatial attention. Because dyslexic students favour the peripheral visual field, with the necessary support and training, they'll have a greater advantage as astronomers (Schneps, "Dyslexia and Astronomy", 2007).

3. The Brain is Changed by Experience

Our genetic codes, the circumstances of our birth and our social experiences make us who we are, each with our own set of strengths and weaknesses.
Since learning is "the acquisition of knowledge or skills through study, experience, or being taught" (Oxford Dictionary), it is impossible for the brain not to learn and change through daily experiences. Previous positive experiences will empower learning, while negative ones will hinder the learning process.

The human brain is not detached from the body during the learning process so the stimuli affecting the human body (taste, smell, touch, sight) will impact upon the brain. A repetitive stimulus will, in time, create a permanent change; more stimuli exciting a wider area of the brain will, in time, strengthen that area. The reverse is also true; the lack of stimulation will, eventually, cause an area to atrophy - How the Brain Works. All these changes are unseen, but the effects thereof are clearly visible.

4. The Brain is Highly Plastic

Your brain will be different than it was before you read this article in response to your thoughts; your brain constantly prunes and strengthens its neural pathways. This is neuroplasticity, derived from a neuron (a nerve cell) and plastic (mouldable). The human brain is most malleable at a young age, yet throughout our lives the brain is capable of neurogenesis (creation of new neurons), reorganizing old pathways and creating new neural connections that improve its capabilities. We can learn at any age, as our brain constantly rewires itself and changes its physical structure (functional plasticity) or recuperates a lost skill if the usual route is damaged or blocked (structural plasticity).

Neuroplasticity goes beyond, confronting the belief that certain brain areas are responsible for a specific function. Antonio Battro, neuroscientist and educationalist, documents the extraordinary life of a child living with only half a brain in "Half a Brain is Enough: The Story of Nico". The brain works as a system; when parts of the brain are missing other parts take over and learn new functions.

The brain's plasticity is also associated with the growth mind-set concept: by being told that intelligence is not fixed, but changeable; a group of schoolchildren were able to raise their IQ's.

Neuroplasticity means that anybody can learn or develop a skill at any stage throughout their life if context (support, environment, motivation, prior knowledge and enough practice) and ability are present.

5. The Brain Connects New Information to Old

Our mind learns and makes sense of experiences by finding old patterns to relate to before creating new ones. Patterns can be a thinking principle, a category, or diagrams. It is much like following directions to an unknown location by looking for familiar landmarks. At the same time, very much like connecting the dots to create an image, the human brain will use the understanding of small details to comprehend the big picture (such as a project, a meaningful story or a history lesson).
By connecting the new information with the old information; new neural connections will appear, that will anchor the new concepts to the already existing ones.

This is why teaching in a vacuum fails. Students need to connect new information to old information in order to understand it. And the new information that relies on old information can not be absorbed if the old information is missing, or not completely understood.

6. Attention + Memory = Learning

Our brains are not made to download the information presented to them, but to first analyse it visually, auditory and tacitly.
Our experiences are first lived, then learned.

Attention is needed during the learning process; first to make sense of what is being taught and then to connect new ideas to the existing knowledge by noticing similarities between the two. Yet the information presented to us will compete with the overall stimuli our body is exposed to. At the same time; learning is influenced by our emotional state, as emotions convey meaningfulness to the subject at hand.
When a new concept is being taught; we first commit it to the working memory. After revision, it is stored in the long-term memory. Overloading the working memory will reduce the amount of information we can move to long-term memory. Practice and meaning are crucial to committing the information to long-term memory. Therefore, the way information is presented needs to reduce the cognitive load and facilitate learning.
As our brains are unique; each student will better assimilate the information through a different channel. Using a variety of methods while teaching (reading, videos, debates, discussion, projects, slides, etc.) will benefit a larger number of students, as the input information enters through different neural pathways ensuring a greater possibility of maximizing student learning, often through the overlapping of information.

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The 6 Principles of Mind-Brain-Education - ITSI

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Throughout the centuries, great teachers have been guided by their intuition as to what method of teaching works best. Modern brain imaging techniques have brought into plain view why certain methods work as the workings of the brain has never been as thoroughly demonstrated. Today we have a clear understanding of which methods work.

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Neuroteach

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Mind, Education, and the Brain

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1 of 5 Why Mind, Brain, and Education in the "New" Brain-Based Education

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Mind, Brain, & Education: A Crash Course for Teachers

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Mind, Brain, & Education: A Crash Course for Teachers

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Mind, Brain, and Education as a Framework for Curricular Reform

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Abstract

A growing collaboration between psychologists, neuroscientists, and educators has culminated in the emergence of a new academic discipline known as Mind, Brain and Education (MBE). MBE differs from previous efforts, such as educational neuroscience, in that it is focused on the problem of how we might bring findings from the learning sciences into the classroom. As such MBE is placed squarely in the classroom, and works through engaging teachers as primary participants. Hence, MBE must work through an awareness of the systems of education and within the current context of educational policy and practice if it is to find a firm grounding in educational reform. In many ways the goals of MBE are in alignment with the voices of educational leaders across the globe. Pedagogical approaches referred to as neuropedagogy or neuroeducation, emphasize the development of high level cognitive capacities, such as critical thinking and creativity and address the connection between motivation, emotions, sleep, stress, circadian rhythms and development in learning processes. The primary purpose of this study was to define the emerging field of MBE with respect to its goals, vision and potential to serve as a significant framework for education reform. Because the basic constructs of the field are still being developed, interviews with expert members of the MBE community, including academic researchers, consultants and other educational leaders were conducted using a grounded theory approach. The definition of MBE was highly complex, but contained central elements relevant to reform. Special attention to developing a curricular model of MBE resulted in a vision of a holistic approach centered on developmental and individual needs of the students. To further investigate the possible impact of neuroeducation on student outcomes, two existing curricular models-- Waldorf and International Baccalaureate, were examined as examples of programs of neuropedagogy/neuroeducation. Findings indicated that examining curricular models currently in use holds promise for understanding the impact of the principles of neuroeducation on student outcomes and development and can serve as a first step towards developing a proof of concept for the field

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Mind, Brain and Education as a Framework for Curricular Reform

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Author(s): Larrison, Abigail L. | Abstract: A growing collaboration between psychologists, neuroscientists, and educators has culminated in the emergence of a new academic discipline known as Mind, Brain and Education (MBE). MBE differs from previous efforts, such as educational neuroscience, in that it is focused on the problem of how we might bring findings from the learning sciences into the classroom.

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Wonderful book on MBE

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What is MBE?

Mind, Brain, and Education Science is a newly emerging discipline that incorporates developmental psychology, cognitive neuroscience, and educational psychology to answer the question: "How do we learn best?" The answers to this question are found through an intersecting study of the above-mentioned disciplines and their broader fields. The answers will, eventually, come to inform pedagogy, in the hope of creating a learning environment for students that works with the natural functioning of their brains and minds.

Five Well-Established Concepts of MBE Science

As quoted from Mind, Brain, and Education Science by Tracey Tokuhama-Espinosa:

1. Human brains are as unique as faces.

2. All brains are not equal because context and ability influence learning.

3. The brain is changed by experience.

4. The brain is highly plastic.

5. The brain connects new information to old.

A Few Major MBE Players (Alphabetical Order)

1. Antonio Damasio: Professor of Neuroscience at the University of Southern California and Director of the Brain and Creativity Institute; he studies decision-making and emotions.

2. Kurt Fischer: Founder of the Mind, Brain, and Education Program at Harvard; first President of the International MBE Society; Editor of the MBE Journal; he studies cognitive and emotional development.

3. Mary Helen Immordino-Yang: Current (2016-2018) President of the International MBE Society; Associate Professor of Education and Psychology at University of Southern California; she studies the psychology and neurobiology of social emotional, self-awareness, and its impact on learning.

4. Mark R. Rosenzweig: Professor Emeritus of Psychology at the University of California, Berkeley; he is best known for discovering neuroplasticity-the brain's ability to change and grow.

5. David Sousa: Member of the Cognitive Neuroscience Society and world-renowned educational consultant on the brain and learning.

6. Tracey Tokuhama-Espinosa: Educational researcher and professor who seeks to advance the field of MBE. She has two main books on MBE: one acts as a "comprehensive guide" to MBE, while the other focuses on "50 practical applications" of MBE.

MBE Papers & Guides

Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching, by Kurt W. Fischer
Excerpt from the abstract: The primary goal of the emerging field of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound grounding of education in research. The growing, worldwide movement needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best integration of research with practice, creating a strong infrastructure that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education.

Mind, Brain, and Education: The Birth of A New Science, by Michel Ferrari and Hazel McBride
Abstract: In this paper, we examine the history of the emerging discipline of Mind, Brain, and Education (MBE) and explore the benefits as well as the difficulties involved in integrating neuroscience into educational policy and practice. We examine the power of neuroscience to impact practice and document the rise of neuromyths. History is on the side of the new discipline of MBE, but there is still much important work to be done to make neuroscientific findings accessible, comprehensible, and relevant to educators.

The Science of Learning, by Deans for Impact
About: The Science of Learning summarizes existing cognitive-science research on how students learn, and connects it to practical implications for teaching. The report is a resource for teacher-educators, new teachers, and anyone in the education profession who is interested in how learning takes place.

Mind, Brain, and Education: Implications for Educators, Edited by Lynn Butler-Kisber
Statement of Purpose: LEARNing Landscapes (TM) is an open access, peer-reviewed, online education journal supported by LEARN (Leading English Education and Resource Network). Published in the autumn and spring of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The material in each publication attempts to share and showcase leading educational ideas, research and practices in Quebec, and beyond, by welcoming articles, interviews, visual representations, arts-informed work, and multimedia texts to inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.

Mind, Brain, and Education: The Students at the Center Series, by Christina Hinton, Kurt Fischer, and Catherine Glennon
From the Introduction: This paper considers student-centered learning approaches in light of mind, brain, and education research. Student-centered approaches to learning comprise a research-based framework for education that aims to help students from a wide range of backgrounds master the skills necessary for college and the 21st-century knowledge economy (JFF 2011). In particular, it is intended to support underserved youth who are often excluded from higher education. The approaches begin with a common set of rigorous standards. Students can reach these standards through learning experiences tailored to their needs and interests, which may include informal learning outside of school. Students are empowered to take responsibility for their own learning, with teachers
and other professionals as facilitators.

Learning About Learning: What Every New Teacher Needs to Know, by The National Council on Teacher Quality
Letter of Support: We have spent much of our professional lives researching learning and cognition. In the course of that work, we have
used and reviewed many textbooks of educational psychology and instructional methods - textbooks that are required reading in teacher preparation programs. We have been consistently frustrated by the lack of discussion in many of these textbooks of teaching strategies that are backed up by strong evidence, and by a frequent overemphasis on strategies for which evidence is anecdotal at best.
Teaching aspiring teachers how to maximize student learning and retention is the paramount task of their training. It is therefore of real consequence that the guidance given by textbooks on these topics makes only passing reference
to essential knowledge about learning.

MBE Links for Further Study & Networking

Bella Abdurachmanov is an educational writer and writing instructor. As editor of The Learning Mind, a project of Kars4Kids, she studies the science behind how people learn best. Bella teaches college writing and creative writing at Touro College, hoping to impart a love of learning to her students. She enjoys writing, in all of its forms, as a spiritual endeavor and means to self-growth.

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Mind, Brain, and Education Science is a newly emerging discipline that incorporates developmental psychology, cognitive neuroscience, and educational psychology to answer the question: "How do we learn best?" The answers to this question are found through an intersecting study of the above-mentioned disciplines and their broader fields.

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This is the second edition of the seminal text designed to empower educators with an innovative and inspiring conceptual framework for effective teaching. This bestseller is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition. Updated and expanded to include new sections on social and emotional learning, this edition offers a firm foundation for implementing current rigorous standards. The authors draw on their experience working with tens of thousands of educators worldwide to drive the book's focus on practical application. Essential ideas are reinforced through vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and current research on how people learn.

New for the Second Edition:

An exploration of how guiding students to develop social, emotional, cognitive, affective, and behavioral competencies can improve their personal relationships, peer and teacher interactions, and academic outcomes.

An examination of recent advances in understanding how brain plasticity extends over the life span, how working memory supports students to tackle more complex learning tasks, and how teaching students about growth mindsets can power learning.

A synthesis of the science behind the power of positivity, learning potential, metacognition, the social aspects of cognition, and the Body-Brain System for classroom and school applications.

An expanded reference list with relevant new publications.

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This is the second edition of the seminal text designed to empower educators with an innovative and inspiring conceptual framework for effective teaching. This bestseller is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition.

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Howard Gardner on MBE

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Howard Gardner on Mind, Brain, and Education

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Mind, Brain, & Education

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Understanding how the brain learns helps teachers do their jobs more effectively. Primary researchers share the latest findings on the learning process and address their implications for educational theory and practice. Explore applications, examples, and suggestions for further thought and research; numerous charts and diagrams; strategies for all subject areas; and new ways of thinking about intelligence, academic ability, and learning disability.

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Understanding how the brain learns helps teachers do their jobs more effectively. Primary researchers share the latest findings on the learning process and address their implications for educational theory and practice. Explore applications, examples, and suggestions for further thought and research; numerous charts and diagrams; strategies for all subject areas; and new ways of thinking about intelligence, academic ability, and learning disability.

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Conexiones: The Learning Sciences Platform

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Mind, Brain and Education Science by Tracey Tokuhama Espinosa, Ph.D.