Research Methodology in Mind, Brain, and Education Science
Neuroscience on Subject or Topic
Psychology on Subject or Topic
Education on Subject or Topic
MBE View of Subject or Topic
Accumulation
vs
Intersection
Neuroscience on Subject or Topic
Psychology on Subject or Topic
Education on Subject or Topic
MBE View of Subject or Topic
Example Subjects or Topic
• Feedback • Evaluation • Motivation
• Bilingualism • Math Instruction • Language Instruction
How Leveraging Neuroscience is Great. News for Inline Teachers.
- Think about our changing role of educators
- Consider our new profile
- Mind, Brain, Health and Education
- Technology
- Old tools, new uses
1. Definitions
2. Useable Knowledge from
3. Neuroscience that can be applied in Classrooms
4. Ten Things Learners Should Know About Their Own Brains (Neuromyths)
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
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The Mathematical Brain What Teachers Need to Know
- Terms definition
- The Story
- Ten key ideas about Education from the perspective of Neuroscience (Mind, Brain and Education)
More information in our website www.thelearningsciences.com
If you want an explanation on video, click this link https://www.youtube.com/playlist?list=PLBlR54Ev2P3-PUKvRQ5DGCgV-gm6-y8U-
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
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- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
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Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Research Methodology in Mind, Brain, and Education Science
Neuroscience on Subject or Topic
Psychology on Subject or Topic
Education on Subject or Topic
MBE View of Subject or Topic
Accumulation
vs
Intersection
Neuroscience on Subject or Topic
Psychology on Subject or Topic
Education on Subject or Topic
MBE View of Subject or Topic
Example Subjects or Topic
• Feedback • Evaluation • Motivation
• Bilingualism • Math Instruction • Language Instruction
How Leveraging Neuroscience is Great. News for Inline Teachers.
- Think about our changing role of educators
- Consider our new profile
- Mind, Brain, Health and Education
- Technology
- Old tools, new uses
1. Definitions
2. Useable Knowledge from
3. Neuroscience that can be applied in Classrooms
4. Ten Things Learners Should Know About Their Own Brains (Neuromyths)
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
The Mathematical Brain What Teachers Need to Know
- Terms definition
- The Story
- Ten key ideas about Education from the perspective of Neuroscience (Mind, Brain and Education)
More information in our website www.thelearningsciences.com
If you want an explanation on video, click this link https://www.youtube.com/playlist?list=PLBlR54Ev2P3-PUKvRQ5DGCgV-gm6-y8U-
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
1. Teachers´Knowledge: What do we value?
2. Six Principles from Mind, Brain and Education Science and how this should impact teaching
3. Four Big Ideas for the Future
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Evaluating what Mind, Brain, and Education has taught us about teaching and learning: 2020 International Survey
Authors:
Tracey Tokuhama-Espinosa, Harvard University, Extension School
Ali Nouri, Malayer University, Education
David Daniel, James Madison University, Psychology
Discoveries about the brain can help teachers individualize learning. But first we must sort the truth from the hype.
Designing educational experiences without an understanding of the brain is like designing a glove without an understanding of the human hand. This analogy is attributed to Leslie Hart, pioneering author on braincompatible learning in the 1980s. Since Hart made this analogy, there have been many advances in scientific understandings of how the brain operates. Teachers who are passionate about reaching students should be eager to use advances in neuroscience to design better educational experiences.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
The history of how we teach is fascinating. By understanding not only how people learn but also how we have learned how to teach, we can become better professionals. In this article we review the history of human learning and the progress of teaching over the past 5,500 years. The following is an excerpt from Mind, Brain, and Education Science: A comprehensive guide to the new brain-based teaching (W.W. Norton) a book based on over 4,500 studies and with contributions from the world’s leaders in MBE Science.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Neuroscientists think about cells. Psychologists think about frames of mind. Educators think about students. A Mind, Brain, and Education scientist can think on all three
levels, and as a result has more viable and effective solutions than other professionals
concerned with the teaching-‐learning process. This article considers some of the different viewpoints that are afforded by wearing the new MBE hat and suggests that anyone concerned with improving education should use this view.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
The complex problems faced in education today need equally elaborate solutions. This article explains how Mind, Brain, and Education (MBE) science combines perspectives from neuroscience, psychology and pedagogy that contribute to a better understanding of how humans learn, and consequently, how we should teach. Better than neuroeducation, more powerful than cognitive psychology and easier to understand than cognitive neuroscience, MBE is a paradigm shift in our understanding of the teaching profession.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
40 Pedagogies that Work the Same (or Better) Online than in Face-to-Face. From the book "Bringing the Neuroscience of Teaching to Online Learning" (April 2021).
Author: Tracey Tokuhama-Espinosa, Professor at Harvard University, Extension School, and Academic Coordinator at Conexiones: The Learning Sciences Platform
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
If the combination of neuroscience, psychology and education (“Mind, Brain, and Education science) is the way we should approach teaching from now on, what exactly are the lessons we can apply to the classroom? This article looks at five well-established facts whose evidence points to better teaching practices.
http://thelearningsciences.com
1. Teachers´Knowledge: What do we value?
2. Six Principles from Mind, Brain and Education Science and how this should impact teaching
3. Four Big Ideas for the Future
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Evaluating what Mind, Brain, and Education has taught us about teaching and learning: 2020 International Survey
Authors:
Tracey Tokuhama-Espinosa, Harvard University, Extension School
Ali Nouri, Malayer University, Education
David Daniel, James Madison University, Psychology
Discoveries about the brain can help teachers individualize learning. But first we must sort the truth from the hype.
Designing educational experiences without an understanding of the brain is like designing a glove without an understanding of the human hand. This analogy is attributed to Leslie Hart, pioneering author on braincompatible learning in the 1980s. Since Hart made this analogy, there have been many advances in scientific understandings of how the brain operates. Teachers who are passionate about reaching students should be eager to use advances in neuroscience to design better educational experiences.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
The history of how we teach is fascinating. By understanding not only how people learn but also how we have learned how to teach, we can become better professionals. In this article we review the history of human learning and the progress of teaching over the past 5,500 years. The following is an excerpt from Mind, Brain, and Education Science: A comprehensive guide to the new brain-based teaching (W.W. Norton) a book based on over 4,500 studies and with contributions from the world’s leaders in MBE Science.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Neuroscientists think about cells. Psychologists think about frames of mind. Educators think about students. A Mind, Brain, and Education scientist can think on all three
levels, and as a result has more viable and effective solutions than other professionals
concerned with the teaching-‐learning process. This article considers some of the different viewpoints that are afforded by wearing the new MBE hat and suggests that anyone concerned with improving education should use this view.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
The complex problems faced in education today need equally elaborate solutions. This article explains how Mind, Brain, and Education (MBE) science combines perspectives from neuroscience, psychology and pedagogy that contribute to a better understanding of how humans learn, and consequently, how we should teach. Better than neuroeducation, more powerful than cognitive psychology and easier to understand than cognitive neuroscience, MBE is a paradigm shift in our understanding of the teaching profession.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
40 Pedagogies that Work the Same (or Better) Online than in Face-to-Face. From the book "Bringing the Neuroscience of Teaching to Online Learning" (April 2021).
Author: Tracey Tokuhama-Espinosa, Professor at Harvard University, Extension School, and Academic Coordinator at Conexiones: The Learning Sciences Platform
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
If the combination of neuroscience, psychology and education (“Mind, Brain, and Education science) is the way we should approach teaching from now on, what exactly are the lessons we can apply to the classroom? This article looks at five well-established facts whose evidence points to better teaching practices.
http://thelearningsciences.com
UTA New Teacher Webinar “Brain-Based Learning: Focus on Exceptionalities”, September 20, 2014 w/ Dr. Denise Collins, Dr. Amber Brown, and Dr. Peggy Semingson
The University of Texas of Arlington presents the Fall, 2014 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=a773d149-8967-4d27-8a4a-f5c27513c011\
Link to YouTube recording (Mp4): http://youtu.be/85drmbm4IBs
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.edu Dr. Marc Schwartz
General Links Mentioned in the Webinar:
Books:
The Whole Brain Child by Daniel J. Siegel and parenting expert Tina Payne Bryson
The Autistic Brain by Temple Grandin
Link to video: •Mindfulness and Neural Integration: Daniel Siegel, MD
http://www.youtube.com/watch?v=LiyaSr5aeho
Other resources:
http://www.brainbasedlearning.net
http://www.brainbasedlearning.net
How Languages Improve the Brain:
Bilingualism and Executive Functions
- Benefits of Bilingualism
- Bilingualism and its relation to Executive Functions
- Confirm definitions and characteristics of Executive Functions
* Five Premises
* Development and Training
* Relationship to "self-regulation," "emotional control"
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
How Cognitive Science Can Help You Through SchoolJim Davies
Study tips that are backed up by science (education, psychology, cognitive science) plus some personal advice that is not backed up by science. Yet.
The second half is about learning disabilities, with some specific to Carleton University.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
TRACEY TOKUHAMA-ESPINOSA, PH.D. PUBLICATIONS
Educational Director, Conexiones, Ecuador
Instructor, Harvard College and Harvard University Extension School, Cambridge, MA
traceytokuhamaepsinosa@fas.harvard.edu
www.thelearningsciences.com
La conexión entre el cerebro y el cuerpo por Tracey Tokuhama-Espinosa, Ph.D.
Charla dictada durante el Congreso de Educación Física y Deporte Escolar de The American School of Querétaro (México)
Study on Innovative Trends, Worldwide, in Digital Educational Resources (DER) (2019) by Tracey Tokuhama - Espinosa, Ph.D., Cynthia Borja, Ph.D. and Mishel Tirira, BA, Table 14, p.137.
To read the full study on Spanish click here https://thelearningsciences.com/portfolio-items/tendencias_innovadoras_red_nivel_mundial/
Estudio sobre Tendencias innovadoras, a nivel mundial, en Recursos Educativos Digitales (RED) (2019) de Tracey Tokuhama-Espinosa, Ph.D., Cynthia Borja, Ph.D. y Mishel Tirira, B.A., Tabla 14, p.137.
Estudio completo en este enlace https://thelearningsciences.com/portfolio-items/tendencias_innovadoras_red_nivel_mundial/#
Estudio sobre Tendencias innovadoras, a nivel mundial, en Recursos Educativos Digitales (RED) (2018) de Tracey Tokuhama-Espinosa, Ph.D., Cynthia Borja, Ph.D. y Mishel Tirira, B.A., Table 14, p.137.
¿Cómo aprende a leer y escribir el cerebro?
- Los circuitos neuronales de la lectoescritura
- Mitos de multilingüismo
Rol del docente: Mejores prácticas en el aula multilingüe
Estructuras curriculares
Aprendizajes durante de la pandemia
Los nuevos conocimientos de los docentes:
Mente, cerebro, salud y educación
Pedagogía
Tecnología
Relaciones humanos
(30 ideas importantes)
- ¿Cómo aprende a leer y escribir el cerebro?
- Los circuitos neuronales de la lectoescritura
- Mitos de multilingüismo
- Rol del docente: Mejores prácticas en el aula multilingüe
- Estructuras curriculares
Publication of OCDE. The original version on this link https://www.oecd-ilibrary.org/education/how-learning-continued-during-the-covid-19-pandemic_bbeca162-en
Preguntas sobre enseñanza bilingüe
- Beneficios de bilingüismo
- El cerebro e idiomas: diferencia entre lenguaje hablado y lecto-escritura
- Los circuitos neuronales relacionadas con la lectura y las actividades que mejora lecto-escritura
- Diez factores que influyen en el multilingüismo exitoso
- Mitos de multilingüismo
- Estructuras curriculares
- Rol del docente: Mejores prácticas en el aula multilingüe
- Políticas educativas (de las instituciones educativas)
The Ten Key Factors:
- Timing (Windows of Opportunity)
- Aptitude
- Motivation
- Strategy
- Consistency
- Opportunity and support (home, school, community)
- Linguistic and historic relationship between languages
- Siblings
- Gender
- Hand-use as a reflection of cerebral dominance for languages
- …and…?
Tracey Tokuhama-Espinosa, Ph.D., docente de Harvard University y directora académica de Conexiones, habla sobre estos temas:
- Definiciones
- Mito: ¿Cognición sin emoción?
- Partes de la respuesta:
- Emociones y la toma de decisiones
- ¿Cómo se desarrolla la inteligencia emocional?
- Teorías de emociones
- Emociones vs. sentimientos
- El contagio social
- Motivación
- Variabilidad humana
Para ver más recursos relacionados con las ciencias del aprendizaje, ingresa en nuestro sitio web www.thelearningsciences.com
More from Conexiones: The Learning Sciences Platform (20)
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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1. Bringing the Neuroscience of Learning to
Online Teaching: 40 Pedagogical
Interventions for the Modern Teacher
Tracey Tokuhama-Espinosa, Ph.D.
www.thelearningsciences.com
tracey.tokuhama@gmail.com
2. Background
• Professor, Harvard University Extension School: “The
Neuroscience of Learning: Introduction to Mind, Brain,
Health and Education science”
• OECD: Member of the expert panel on Teachers’ New
Pedagogical Knowledge based on contributions from
Technology and Neuroscience
• Associate Editor of the Nature Partner Journal Science of
Learning
• Interdisciplinary researcher in neuroscience, cognitive
psychology and education (cultural anthropology and
linguistics).
• Boston University: BA, BS, magna cum laude; Harvard
University: Master’s in International Educational
Development; Capella University: Ph.D. In Professional
Studies in Education (Mind, Brain and Education Science)
• Teacher at all levels of education (K-University, continuing
education) with more than 29 years of experience in 33
countries.
M a k i n g
C l a s s r o o m s
B e t t e r
L E S S O N S
from the
C O G N I T I V E
R E V O L U T I O N
that
T R A N S F O R M
our T E A C H I N G
2
3. Agenda
1. Your questions
2. Teachers’ New Pedagogical
Knowledge (Online)
• Planning
• Activities
• Tools
• Neuroscience of Learning: Principles
and Tenets
3. 40 Online Pedagogies and
“Mantras” of Teaching
Tokuhama-Espinosa 3
4. One-Minute Paper
• Left side: What you KNOW about
the “[teaching online] [the brain
and teaching] [the difference
between good teaching online
and good teaching face-to-face]”
• Right side: What you WANT to
know.
• Chat or Q&A: Write what you want
to know.
7. Three steps to ensuring understanding
(backward design)
Adopted from Grant Wiggins and Jay McTighe (1998),
Understanding by Design.
Objectives
“At the end of the
day, what do I
hope I achieved”?
Evaluation
“What do I accept as
evidence that I am
meeting my objectives?”
Activities
“What do I do”?
8. Macro and Micro applications of UbD
28 April 2021 Tokuhama-Espinosa 8
Macro Planning
Meso Planning
Micro Planning
9. 28 April 2021 Tokuhama-Espinosa
Start
List of Objectives
End
Week
15
Week
14
Week
13
Week
12
Week
11
Week
10
Week
9
Week
8
Week
7
Week
6
Week
5
Week
4
Week
3
Week
2
Week
1
Week
0
Neuroethics
Intro and Global
Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Neurodevelopment Language
Executive
Functions
Metacognition &
Theories of Learning
Global Overview & Future Directions
Theory of
Mind &
Cultural
Neuroscience
Mindfulness & Default
Mode Network
Mind-Body Connection
Knowledge, Skills and Attitudes:
Global objectives of the week
Specific objectives of the week
• Sleep & Dreaming
• Physical Activity
• Nutrition
• Gut-Brain Axis
Weekly Objectives
Research to Create
or Update Bundles
Pre-class
Slide Deck
Pre-class
Video
Discussion
Board Prompt
Quiz
Live Class
Slide Deck
Live
(synchronous)
Class
Small group
discussion and
application
10. Summary
• Twelve Steps to Successful Instructional Design
1. Decide on Course Objectives
2. Decide on Topic Order
3. Decide on Weekly Objectives
• Research the Bundles
4. Create Pre-Class Slides
5. Record pre-class Video
6. Respond to the Discussion Board prompt
7. Create the weekly Quiz
8. Create Live Class Slides
9. Conduct the Live (synchronous) Class
10. Use Evaluation as a Teaching Tool throughout
11. Establish clear Communication protocols throughout
12. Change Time priorities
28 April 2021 Tokuhama-Espinosa; http://tdclique.com/?p=3198 10
• Is this for you?
• A worked model
• Pros and cons
13. Class Activities, including Evaluation
28 April 2021 Tokuhama-Espinosa 13
1. Asynchronous
Quiz Watch
pre-class
video(s)
Respond to
Discussion
Board
prompt
Explore the
Bundles
Content and Logistics DB
Key themes emerge ;
Points of clarification
2. Synchronous
LIVE CLASS
Slide deck; Recorded session
(Sections)
(Workshops)
Participation
(3-2-1
Reflections)
Semester-long Project
3. Asynchronous
“Homework: Do-Overs and In-Depth Exploration”
Evaluation is
on-going,
embedded,
continual and
formative.
Evaluation is
well-
documented.
14. Pros and Cons
Pros
• More focus on the humanistic
side of teaching
• More focus on student needs
• Much more personalization
• Much more differentiation
• Better documentation
• Greater variety of (free)
learning resources
Cons
• Change in mind-set needed
to prioritize formative
evaluation (time)
• More front-end planning
(flipping)
28 April 2021 Tokuhama-Espinosa 15
Teacher: More listening, less talking
Student: More interaction with peers and teachers
15. Three steps to ensuring understanding
(backward design)
Adopted from Grant Wiggins and Jay McTighe (1998),
Understanding by Design.
Objectives
“At the end of the
day, what do I
hope I achieved”?
Evaluation
“What do I accept as
evidence that I am
meeting my objectives?”
Activities
“What do I do”?
17. 28 April 2021 Tokuhama-Espinosa 18
Multi-
course
Platforms
MOOCs
University credit
courses
Software
Surveys
Plagiarism
Assessment
Presentations
Digital stories
Transcription
Whiteboards
Blogs
Research
Writing
Podcast
(All topics)
Apps
ICT
Art
Math
History
Science
Language
Health
Physical Ed
Games
General
knowledge
Subject
specific
SEL-Team
Work
Thinking,
Planning,
Strategy
Websites
Subject
Teacher tips
Repositories
Methodologies
Prepared
lessons
ONLINE TOOLS
23. •False
information
about the
brain and
learning
Attitudes and
Predujices
(Neuromyths)
• Universal
aspects of
learning true
for all
humans
Principles • Individual
aspects of
learning; true for
all but lots of
human variation
Tenets
•Social
influences on
pattern and
category
recognition
•Affective
aspects of
learning
Culture
• What should
happen in
the
classroom
Instructional
Guidelines
The “new first steps” in teacher professional development:
24
Tokuhama-Espinosa 2017
1
2
3
4
5
For example: Some people are “right-
brained” and others are ”left-brained”
For example: “All new learning passes
through the filter of prior experience”
For example: “Sleeping and
dreaming are vital for learning”
For example: Numeric symbol
representation
Example: “50 Practical Applications of
Mind, Brain, and Education science”
24. Challenges to
Teachers:
• Much of what we
hold to be “truths” in
our practices is
without scientific
foundation and
possibly a
neuromyth.
25
Tokuhama-Espinosa Feb
2017
25. Myths:
• Multi-tasking
• Right-Left Brain
• Male and Female Brains
• 10% brain use
• Ageing brain
• Diets for your brain
31
Tokuhama-Espinosa Feb
2017
26. Myths about brain plasticity
• Neurogenesis optimizes
learning.
• Neural plasticity is due to good
pedagogy.
• Learning created new brain
cells.
Tokuhama-Espinosa 2017
27. Myths about memory
• Memory is like an objective recording
of a situation and reality exists in an
abstract form for all to perceive.
• The brain has unlimited capacity for
memory.
• Memorization is unnecessary for
learning (and unwanted in modern
education).
• The brain remembers everything is has
ever experiences; forgetting is due to
bad encoding.
Tokuhama-Espinosa 2017
28. Myths about emotions and learning
• Learning can be isolated from
the social/emotional context.
• Reasoning and decision-
making can be divorced from
emotion and feeling (and in
doing so, improves the quality
of thought one engages in).
Tokuhama-Espinosa 2017
29. Myths about language,
bilingualism and multilingualism
• Languages are located in the
left hemisphere of the brain.
• Children must acquire their
native language first before
learning a second language.
• Children are sponges and learn
foreign languages effortlessly.
Tokuhama-Espinosa 2017
30. Why do myths persist?
Neuromyths are “hypothesis which have been
invalidated [but which] nevertheless leave traces
and of these have captured the wider imagination,
‘myths’ take root (OECD, 2007, pp.108).
1. Over-generalization of scientific findings
(stretching the data beyond its original
purpose)
2. Based on a partial truth
3. Unsubstantiated beliefs or Misconceptions
4. Misinterpretation of data
Tokuhama-Espinosa 2017
31. Criteria for identifying myths
In general you can have confidence in studies….
1. that are current
2. that have been replicated
3. that are conducted on humans
• School-aged children
4. that appreciate the complexities of learning
• measure “real” skills used in academic and life
settings, not just lab design)
Tokuhama-Espinosa, 2017
33. Six principles about human learning …
1. UNIQUENESS: Human brains are
unique as human faces. While
the basic structure of most
humans’ brains is the same
(similar parts in similar regions),
no two brains are identical. The
genetic make-up unique to
each person combines with life
experiences and free will to
shape neural pathways (94.64%).
28 April 2021 Tokuhama-Espinosa 40
34. 2. DIFFERENT POTENTIALS: Each
individual’s brain is differently
prepared to learn different tasks.
Learning capacities are shaped by
the context of the learning, prior
learning experiences, personal
choice, an individual’s biology and
genetic make-up, pre-and peri-
natal events, and environmental
exposures (90.18%).
28 April 2021 Tokuhama-Espinosa 42
Six principles about human learning …
35. 3. PRIOR EXPERIENCE: New
learning is influenced by
prior experience. The
efficiency of the brain
economizes effort and
energy by ensuring that
external stimuli are first
decoded, compared, both
passively and actively, with
existing memories (84.68%).
28 April 2021 Tokuhama-Espinosa 44
Six principles about human learning …
36. 4. CONSTANT CHANGES IN THE
BRAIN: The brain changes
constantly with experience.
The brain is a complex,
dynamic, integrated system
that is constantly changed by
individual experiences. These
changes occur at a molecular
level either simultaneously, in
parallel, or even before they
are visible in behavior (93.69%).
28 April 2021 Tokuhama-Espinosa 46
Six principles about human learning …
37. 5. PLASTICITY: The brain is
plastic. Neuroplasticity
exists throughout the
lifespan though there are
notable developmental
differences by age
(93.69%).
28 April 2021 Tokuhama-Espinosa 48
Six principles about human learning …
38. 6. MEMORY+ATTENTION=LEARNING: There
is no new learning without some form of
memory and some form of attention.
Most school learning requires well-
functioning short, working and long-
term memory systems and conscious
attention. However, procedural
learning, habituation, sensitization and
even episodic memory can occur
without conscious attention (74.55%).
28 April 2021 Tokuhama-Espinosa 50
Six principles about human learning …
39. Additions to the Principles?
• Emotions influence all learning, memory and decision making. As rationale as humans
may claim to be, every decision has an inherent value placed on it by the individual,
which constitutes a form of weighting.
• Emotions help to direct attention and provide motivation.
• One's physiological state influences learning and memory. Sleep, nutritional status,
stress, etc., all influence brain functioning in dynamic ways on multiple time scales.
• One's ability to self evaluate, especially regarding mistakes, enhances learning and
memory.
• Emotional systems of the brain are central to learning. Both amygdala and
hippocampus are profound memory systems and part of the limbic brain. Evidence for
this goes back as far as the James-Lange theory of emotion. There are more things, but
I will have to think on this.
28 April 2021 Tokuhama-Espinosa 52
EMOTIONS
40. Additions to the Principles?
• Humans are born to connect-whether that connection is
good or bad depends on the circumstances.
• Levels and stages of human cognitive development.
• Above seems mostly focused on academic/cognitive
learning, maybe include a principle also integrating
social/emotional learning?
• The idea of mindsets in learning - growth mindset,
belonging, etc.
28 April 2021 Tokuhama-Espinosa 54
LEARNING IS SOCIAL
41. Additions to the Principles?
• I would like seeing the principle "cognitive processes are
embodied" (or something similar)--something that
recognizes that the traditional split between body-mind /
thought-feeling is not entirely accurate.
• I find that many teachers still see "thinking" (and by
extension learning) as an activity which takes place in
some independent mental space, and that it is
independent of affect, intuition, etc.
28 April 2021 Tokuhama-Espinosa 58
BODY-MIND
43. Twenty-one (21) Tenets
• A tenet is a construct in learning for which there is
evidence, but also a high level of human variability.
28 April 2021 Tokuhama-Espinosa 60
Sleep pattern variation
Body shape variation
44. 1/21
Tenet: Motivation
• Motivation influences
learning, (however,
what motivates one
person and how may
not motivate another in
the same way).
• How does this influence
your teaching? (97.27%)
28 April 2021 Tokuhama-Espinosa
61
Positive (+) Negative (-)
Intrinsic
Extrinsic
45. 2/21
Tenet: Emotions and Cognition
• Emotions and cognition
are mutually influential.
Not all stimuli result in the
same affective state for
all people.
• How does this influence
your teaching? (98.18%)
28 April 2021 Tokuhama-Espinosa 62
46. 3/21
Tenet: Stress
• Stress influences
learning (but what
stresses one person and
how may not stress
another in the same
way) (94.45%)
• How does this influence
your teaching?
28 April 2021 Tokuhama-Espinosa 63
Tokuhama-Espinosa Feb 2017
47. 4/21
Tenet: Anxiety
• Anxiety influences
learning (but what
causes anxiety in one
person may not cause
anxiety in another)
(97.25%)
• How does this influence
your teaching?
28 April 2021 Tokuhama-Espinosa 64
48. 5/21
Tenet: Depression
• Depression influences
learning (but what causes
depression in one person
may not cause depression
in another) (93.64%)
• How does this influence
your teaching?
28 April 2021 Tokuhama-Espinosa 65
49. 6/21
Tenet: Challenge and Threat
• Learning is influenced by
both challenge and threat
as perceived by the learner.
What a person finds
challenging or threatening is
highly individualized as are
their reactions to the stimuli
(88.99%)
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 66
50. 7/21
Tenet: Facial Expressions
• Reactions to facial
expressions are highly
individualized: they reflect
prior experience, both
personal and in response to
cultural expectations.
(Exceptions: Autism Spectrum
Disorder) (74.55%)
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 67
51. 8/21
Tenet: Tones of Voices
• The brain interprets tones of
voices unconsciously and
almost immediately, however,
the reaction to the tones of
voices is based in part on prior
experience and therefore
individualized (73.39%)
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 68
52. 9/21
Tenet: Learning is Social
• Humans are social beings who
learn from and with each
other. Social interactions
influence learning. Different
amounts of social interactions
around learning are desired by
different people (96.36%)
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 69
53. 10/21
Tenet: Attention
• Attention is a complex phenomenon
comprised of multiple systems
(supporting functions such as
metacognition, self-reflection,
mindfulness and meditation as well as
states of high alertness, selective
attention and focused attention), which
work to different degrees in different
relationships with one another (88.99%)
• How does this influence your teaching?
28 April 2021 Tokuhama-Espinosa 70
54. 11/21
Tenet: Most learning is not linear
• Most learning does not necessarily
occur linearly, but rather
advances and retracts based on
stages of growth, reflection and
the amount of repetition to which
one is exposed (86.24%)
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 71
55. 12/21
Tenet: Conscious and Unconscious
Processes
• Learning involves conscious and
unconscious processes, which may
differ by individuals based on their
training and other individual
experiences. Learning is also described
as implicit (passive or unaware
processes) and explicit (active or
aware processes) (92.66%)
• How does this influence your teaching?
28 April 2021 Tokuhama-Espinosa 72
56. 13/21
Tenet: Learning is development (nature and
nurture) as well as experiential (nurture)
• Learning is developmental (nature
and nurture) as well as experiential
(nurture): a person’s age,
cognitive stage of development
and past experiences all
contribute to learning and do so
differently for each person
(89.81%)
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 73
57. 14/21
Tenet: Learning engages the entire
physiology
• Learning engages the
entire physiology: the body
and brain interact to play
a role in learning processes
(78.70%)
• How does this influence
your teaching?
28 April 2021 Tokuhama-Espinosa 74
58. 15/21
Tenet: Sleep and Dreaming
• Sleep and dreaming influence learning in
different ways: sufficient sleep permits the
brain to pay attention during wakeful
states and dreaming contributes to
memory consolidation.
• The amount of sleep and dreaming an
individual needs can vary based on
culture, circumstances, motivation,
genetics and learned sleep hygiene
practices (72.22%).
• How does this influence your teaching?
28 April 2021 Tokuhama-Espinosa 75
59. 16/21
Tenet: Nutrition
• Nutrition influences learning.
Basic nutritional needs are
common to all humans,
though there are variations
in the frequency of food
intake and some dietary
needs, which are unique to
individuals (90.74%).
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 76
60. 17/21
Tenet: Physical Activity
• Physical activity influences
learning, however, different
individuals need different
amounts of physical activity
to perform optimally.
Interspersing physical and
cognitive activity may
improve learning (87.16%).
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 77
61. 18/21
Tenet: Use it or lose it
• Use it or lose it: Brains that remain
active cognitively help
development and can also stave
off cognitive decline in the aging
brain, however, individual
variations, including experiences
and genetic predispositions,
influence the final outcomes of
interventions (83.49%).
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 78
62. 19/21
Tenet: Feedback
• Feedback about learning progress
influences learning outcomes.
Feedback itself can be a source of
learning. The type, frequency, and
use of feedback can influence
learning outcomes, which can also
vary by individual (96.26%).
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 79
63. 20/21
Tenet: Relevant and meaningful
contexts
• It is easier to retrieve memories
when facts and skills have been
embedded in individually relevant
and meaningful contexts
(however, what is relevant or
meaningful varies by individual)
(92.59%).
• How does this influence your
teaching?
28 April 2021 Tokuhama-Espinosa 80
64. 21/21
Tenet: Novelty (and Patterns)
• Brains detect novelty
(however, what is novel to
one individual may not be
novel to another)
(93.52%).
• How does this influence
your teaching?
28 April 2021 Tokuhama-Espinosa 81
65. Principles
28 April 2021 Tokuhama-Espinosa 82
Principle 1:
Uniqueness
Principle 2:
Different
Potentials
Principle 3:
Prior
Experiences
Principle 4:
Constant
Changes
Principle 5:
Neuronal
Plasticity
Principle 6:
Memory
Systems and
Attention
Systems
66. Tenets
Tenet 1:
Motivation
Tenet 2:
Emotions
and
Cognition
Tenet 3:
Stress
Tenet 4:
Anxiety
Tenet 6:
Challenge
and Threat
Tenet 5:
Depression
Tenet 7:
Facial
Expression
Tenet 8:
Tones of
Voice
Tenet 9:
Learning is
Social
Tenet 10:
Attention
Tenet 11:
Learning is
Non-linear
Tenet 13:
Development
al &
Experiential
Tenet 12:
Conscious
and
Unconscious
Tenet 14:
Entire
Physiology
Tenet 15:
Sleep &
Dreaming
Tenet 16:
Nutrition
Tenet 17:
Physical
Activity
Tenet 18:
Use it or
Lose It
Tenet 20:
Relevant
and
Meaningful
Tenet 19:
Feedback
Tenet 21:
Novelty &
Patterns
68. Link to 40
pedagogies
28 April 2021 Tokuhama-Espinosa 85
https://drive.google.com
/file/d/1BHnkQ3ABRAPb
b8PaTleAiyc1mSWld9BL/
view?usp=sharing
69. Choosing the 40 pedagogies
• Reviewed 50 practical
applications of Mid, Brain,
and Education science
• Searched for support in
online settings
• Searched for evidence
from a transdisciplinary
view
28 April 2021 Tokuhama-Espinosa 86
70. •False
information
about the
brain and
learning
Attitudes and
Predujices
(Neuromyths)
• Universal
aspects of
learning true
for all
humans
Principles • Individual
aspects of
learning; true for
all but lots of
human variation
Tenets
•Social
influences on
pattern and
category
recognition
•Affective
aspects of
learning
Culture
• What should
happen in
the
classroom
Instructional
Guidelines
The “new first steps” in teacher professional development:
87
Tokuhama-Espinosa 2017
1
2
3
4
5
For example: Some people are “right-
brained” and others are ”left-brained”
For example: “All new learning passes
through the filter of prior experience”
For example: “Sleeping and
dreaming are vital for learning”
For example: Numeric symbol
representation
Example: “50 Practical Applications of
Mind, Brain, and Education science”
74. Mastery through Universal
Design for Learning
•“Some people can do steps. Everyone can
do ramps. Build ramps.”
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75. Mastery: Differentiate entry
points to the material
• “Different people need different things at
different stages of the learning process to reach
the same objective.”
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77. Mastery Learning: Use long-term
E-portfolios; Use PPP Rubrics
•“Learning can and should be measured in
terms of Product, Process and Progress.”
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87. Deeper learning: Help students find
success every day
• “Success begets success.”
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88. Deeper learning: Use questioning;
Employ the Socrative Method
• “It’s harder to ask a good question than to answer one.”
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91. Metacognitive Awareness: Train
Executive Functions
• “Self-regulation is more important than innate
intelligence in predicting learning outcomes.”
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93. Growth Mindset: Love what you do
or learn from it (and if you are
lucky, do both!)
• “Attitude is often more important than aptitude.”
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94. Growth Mindset: Teach
lifelong learning objectives
• “Learning limits are often self-imposed.”
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95. Growth Mindset: Teach risk and
protective factors about brain health
• “You are more than just the sum of your
genes and zip code.”
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96. Growth Mindset: Educate
the whole child
• “The whole is greater than the sum
of the parts.”
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97. Goal: Dare to Err
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98. Dare to Err: Make time for “do-overs”
• “Anyone who can learn from their mistakes should be
given the opportunity to do so.”
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99. Dare to Err: Use frequent,
low-stakes testing
• “Mistakes are a natural part of learning.”
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101. Optimal Performance: Know Thyself
as optimal performance is relative
• “The sweet spot of learning.”
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102. Optimal Performance: Flexibility
based on (current) student needs
• “It’s a moving target: Learn to adjust on the fly.”
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107. Differentiation and Student Autonomy:
Let students drive the curriculum
• “There are many paths to Rome.”
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108. Differentiation and Student
Autonomy: Use authentic learning
• “The person who does the work is the
person who does the learning.”
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110. Social Contagion: Prioritize small
group work
• “People can and do affect each other’s
emotional states.”
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111. Social Contagion: Teach emotion
and empathy through facial clues
• “There is no cognition without emotion.”
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112. Social Contagion: Read
emotional cues from voices
• “Prioritize social emotional learning over
content memorization.”
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120. Personalization: Show you care
• “A person’s self-perception as a learner is
shaped by teachers and influences learning
outcomes.”
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123. Communication: Get in synch
• “The brain can’t let it go: Communication
immediacy smooths the flow of learning
processes.”
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124. Communication: Be predictable.
• “Communication regularity lowers anxiety
and cognitive load.”
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125. 1. Quick review of teachers’ new
pedagogical knowledge model
2. Neuromyths
3. Principles and Tenets
4. What do the best teachers do?
5. And now…
Summary
126. 3-2-1
• 3: Three things you didn’t know before
• 2: Two things you will continue to research or talk about
• 1: One thing you will change in your personal or
professional life based on the information that was shared
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Visible Thinking: “II used to think … and now I think….”
128. 3-2-1
• 3 things that are new (unknown before)
• 2 two things so interesting you will continue to research them or
share with someone else
• 1 thing you will change about your practice based on the
information shared today
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