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(Wait! Is there another kind?)
An interdisciplinary field that
psychology and education to
create improved teaching
methods and curricula.
What it is……
Neuroeducation refers to creating specific interventions
whose purpose is to impact the brain’s structures so there
is a positive outcome such as: increased intelligence,
improved memory, or a better ability to pay attention.
Neuroeducation is based on the finding that the brain can change and
that the connections inside the brain are not “fixed”, a concept called
By discovering how we can educate, teach or interact with a student so
their brain’s structures are enhanced and improved, it is possible to not
just impart skills or knowledge but to increase their capacity to learn in
the first place.
Is a growing area of study, not a short-cut to learning.
Effectively using neuroscience in the classroom
requires much more explanation to get from theory to
See more at: ttp://blog.oup.com/2013/01/neuroscience-
But, neuro-education …
David A. Kolb:
Kolb's Learning Styles model has four-stages:
Concrete Experience (feeling)
Reflective Observation (thinking)
Abstract Conceptualization (doing)
Active Experimentation (watching)
Used Kolb’s Experiential Learning Styles to make a connection
between learning and neuroscience!
Neuro-education: Kolb to Zull
So, how do we apply Zull’s ideas to adult education?
(1) create an environment for discovery, (2) include
modeling by experts, (3) provide challenges that
require creative actions, (4) apply all available senses to
learning, (5) promote joy from learning, (6) use practice
and experimentation to extend memory for future
problem-solving, (7) allow individualized paths to
learning, and (8) promote ongoing development of
learning skills, or metacognition. Zull (2011)
Want to know more about Zull’s ideas?
Read: The Art of Changing the Brain: Enriching the Practice of Teaching
by Exploring the Biology of Learning and From Brain to Mind: Using
Neuroscience to Guide Change in Education
Carol S. Dweck:
A fixed mindset is one defined by a belief that talent and
intelligence are innate.
Students with a growth mindset believe that innate talents and
intelligence are just the starting point, and can be cultivated
through hard work (Mindsets, p.7).
Dweck’s research has shown that over time individuals with a
growth mindset are more likely to outperform those with a fixed
Check out the website at: http://www.mindsetworks.com!
Mindsets: Fixed & Growth
Both mindsets can motivate someone to succeed, but Dweck’s work
shows it occurs for different reasons and with different outcomes.
Those with a growth mindset learn for the love of learning, while
those with a fixed mindset are motivated to reveal their identity as
talented and/or intelligent.
Students with a fixed mindset are vulnerable to failure – criticism can
lead them to shut down. A fixed mindset “creates an urgency to prove
yourself over and over. If you only have a certain amount of
intelligence, a certain personality, and a certain moral character –
well, then you had better prove you have a healthy dose of them. It
simply wouldn’t do to look or feel deficient in these most basic
characteristics” (Mindsets, p.6).
If a growth mindset is more likely to lead to
deeper learning and lasting outcomes, how can
we help our students
to adopt a growth mindset?
Dweck suggests teachers can shape their students’
mindsets through the following….
Set high expectations – Students need to be
Praise the process – Feedback shapes a student’s
Create risk-tolerant learning environments – allow
students to fail and experiment.
When appropriate, expose students to basic
(Blackwell, L., Trzesniewski, K., & Dweck, C.S., 2007).
Students transform themselves from receiver to producer:
Receiving information vs producing knowledge
Use neuroscience to help people engage in the learning cycle by increasing their
awareness of the very nature of the learning process.
Teaching metacognitive strategies—how to learn more effectively based on the way
that brains learn—could optimize learning by creating more conscious learners.
To be metacognitive is to be constantly “thinking about one’s own thinking”—and, in
the process, deepening learning. By helping learners consciously adopt more effective
learning strategies and giving them insight into the power of those strategies we can
affect the quality of day-to-day learning.
What it all means…….
CALL IT WHATYOU WANT
THE FACT IS THIS……
Learning and thinking about your brain
increases your brain’s ability to learn!
Ansary, D., De Smedt, B. & Grabner, H. (2011). Neuroeducation: A critical
overview of an emerging field. Neuroethics , 5(2):105-117.
Dweck, C.S. (2006). Mindset. NewYork: Random House Elliot, A., & Dweck, C.S.
Lee, H.W., & Juan, C.H. (2013). What can cognitive neuroscience do to enhance
our understanding of education and learning? Journal of Neuroscience
and Neuroengineering, 2(4): 393-399. doi:10.1166/jnsne.2013.1064
OECD, Understanding the Brain: Towards a New Learning Science, OECD, Editor.
Zull, J. E. (2011). From Brain to Mind: Using Neuroscience to Guide Change in
Education. Stylus Publishing. Sterling,VA.
Zull, J. E. (2002). The Art of Changing the Brain: Enriching the Practice of
Teaching by Exploring the Biology of Learning. Stylus Publishing.