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Understanding how different areas of the brain are organized helps teachers connect learning to real student needs. For example, the cerebral cortex supports complex thinking, while the amygdala handles emotional reactions. When I plan lessons, I try to consider how memory, emotions, and decision-making all play a role—especially with middle schoolers who are still developing in these areas.

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What is Schema Theory in Psychology?

https://youtu.be/F624Baz-Vzk?si=z7rZNEYbYPCon8TY

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Mind Mapping – I use this when introducing new topics so students can visually connect new concepts with what they already know.

Chunking – Breaking content into smaller pieces really helps my students retain information, especially when reviewing for tests or exams.

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Finch, C. E., & Zelinski, E. M. (2005). Normal aging of brain structure and cognition: Evolutionary perspectives. Research in Human Development, 2(1-2), 59–82. https://doi.org/10.1080/15427609.2005.9683345

Walker, Z., Hale, J. B., Chen, S. H. A., & Poon, K. (2019). Brain literacy empowers educators to meet diverse learner needs. Learning: Research and Practice, 5(2), 178–188. https://doi.org/10.1080/23735082.2019.1674910

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When students learn, their brains are literally changing—making new connections between neurons. That’s what I think of when I hear “neurophysiology of learning.” It’s about how synapses strengthen through repetition, and how things like dopamine play a big role in motivation and focus.

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The Neuroscience of Learning

https://youtu.be/_nWMP68DqHE?si=Ab7cZQBuoQSL10VK

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Spaced Repetition – I use this a lot during SOL prep. Spreading out practice helps make learning “stick.”

Active Recall – Instead of just reviewing notes, I have students quiz each other, which really helps solidify learning.

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Bairy, L. K., & Kumar, S. (2019). Neurotransmitters and neuromodulators involved in learning and memory. International Journal of Basic & Clinical Pharmacology, 8(12), 2777–2782. https://doi.org/10.18203/2319-2003.ijbcp20195296

Pearson, R. A. (2019). Neuroplasticity. In StatPearls. NCBI Bookshelf. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK557811/

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As a middle school science teacher, I constantly see how students’ brains are still developing—especially when it comes to impulse control and emotional regulation. The prefrontal cortex plays a big role in this, which helps me stay patient and supportive when students are still figuring things out.

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Video Link:
How the Brain Develops, Grows, and Learns

https://youtu.be/ZeEKLECvh9g?si=-ssXEWhmMBEgF5PV

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Scaffolding – I provide support early on and gradually pull back as students build confidence.

Differentiated Instruction – I tailor lessons to match students’ developmental levels and background knowledge.

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Investing in young adolescents’ cognitive and social-emotional development. https://doi.org/10.1080/00940771.2020.1787749

Blakemore, S. J. (2008). Development of the social brain during adolescence. https://doi.org/10.1080/17470210701508715

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Overview:
Motivation is everything in the classroom. I’ve noticed that when students feel safe, supported, and encouraged, they’re more willing to take risks in learning. But when they feel anxious or overwhelmed, learning can shut down. That’s why I teach my students how to manage their emotions, and I work hard to foster a positive, growth-minded classroom.

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The Neuroscience of Emotion in Learning

https://youtu.be/QmNv5fSdDJA?si=zUwoXSC90mvQzzJb

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Growth Mindset – I remind students that intelligence isn’t fixed—it can grow with effort.

Emotion Regulation – I teach simple mindfulness techniques and self-talk to help them manage stress during assessments.

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Campbell, S. R. (2011). Educational neuroscience: Motivations, methodology, and implications. Educational Philosophy and Theory, 43(1), 75–91. https://doi.org/10.1111/j.1469-5812.2010.00701.x

Mazer, J. P. (2019). The influence of emotional contagion on student perceptions of instructor rapport, emotional support, emotion work, valence, and cognitive learning. https://doi.org/10.1080/10510974.2019.1622584

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This section reminds me why I became a teacher—to help students succeed in ways that make sense to their brains. By using neuroscience-based strategies like frequent feedback and multisensory learning, I can reach more learners and create a more engaging classroom.

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Video Link:
Introduction to Educational Neuroscience

https://youtu.be/VQjuDqc7YdQ?si=O5SswbMjUexpP9kW

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Multisensory Learning – I use visuals, movement, music, and manipulatives to help content stick.

Immediate Feedback – I make it a point to give quick, clear feedback so students can learn and adjust right away.

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Tan, Y. S. M., & Amiel, J. J. (2019). Teachers learning to apply neuroscience to classroom instruction: Case of professional development in British Columbia. Professional Development in Education, 45(1), 70–87. https://doi.org/10.1080/19415257.2019.1689522

Bruer, J. T. (1989). Caution! Applying brain research to education. https://doi.org/10.1080/00098655.1989.9955718

Collins, M. (n.d.). Applying insights from neuroscience in the classroom. Edutopia. https://www.edutopia.org/article/applying-insights-neuroscience-classroom