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’
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
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- Linkedin: https://www.linkedin.com/company-beta/16212567/
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Mobile: +593 995 615 247
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
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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
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
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
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
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
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
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
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
Teachers’ Pedagogical Knowledge Models Past and Present
Goal of this summary: A path to consensus?
Presumptions
Vocabulary
Models of Teachers Pedagogical Knowledge
Teacher (Personal characteristics; growth from novice to expert)
Teaching (mechanics, curriculum, evaluation, planning, methodologies, etc.)
Content vs. Pedagogical (what + how to teach)
Societal/Environmental (Community + Culture)
Missing?
MBE
21st century skills
Technology
Preseumptions
Goal: improve student learning
Role of teacher: most important influence over this process
Teacher (New) Pedagogical Knowledge is different from “Old”:
ADD:
Differs in part due to MBE
Differs in part due to Technology
Differs in part due to “the times” and expectations of 21st C learners
RETAIN:
“Old” models have valuable aspects that have not changed and should not be lost in this process (“don’t throw out the baby with the bath water”; no need to reinvent the wheel)
“New” model must incorporate MBE, Technology, (21st C skills)
Content knowledge (CK) , i.e. the subject material that is to be taught.
Pedagogical Knowledge (PK) “…generic knowledge about how students learn, teaching approaches, methods of assessment and knowledge of different theories about learning (Harris et al., 2009; Shulman, 1986). This knowledge alone is necessary but insufficient for teaching purposes. In addition a teacher requires content knowledge.”
General Pedagogic knowledge (GPK), i.e. the broad principles and strategies of classroom management and organisation that apply irrespective of the subject.
Pedagogical Content Knowledge (PCK) Pedagogical content knowledge is knowledge about how to combine pedagogy and content effectively (Shulman, 1986). This is knowledge about how to make a subject understandable to learners. Archambault and Crippen (2009) report that PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom.
Competency: Combination of knowledge, skills and attitudes (OECD, 2003)
Mind, Brain, and Education (MBE), the intersection of findings from psychology (mind), cognitive neuroscience (brain), and pedagogy (education)
Educational Neuroscience, a subfield of neuroscience that studies education
Neuro-education, a subfield of education that studies the human brain.
Brain-based learning/teaching methods, commercialized attempts to sell often unsubstantiated findings about the brain with teachers.
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
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
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
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
As educators we are in the business of changing brains. But does our course design take into consideration how the brain learns? The emerging field of NeuroEducation addresses the intersection of mind, brain, and education. This session debunks a few common NeuroMyths and identifies key NeuroFacts critical to education design.
Currere encourages educators and learners to undertake an autobiographical examination of themselves.
Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere".
Teachers’ Pedagogical Knowledge Models Past and Present
Goal of this summary: A path to consensus?
Presumptions
Vocabulary
Models of Teachers Pedagogical Knowledge
Teacher (Personal characteristics; growth from novice to expert)
Teaching (mechanics, curriculum, evaluation, planning, methodologies, etc.)
Content vs. Pedagogical (what + how to teach)
Societal/Environmental (Community + Culture)
Missing?
MBE
21st century skills
Technology
Preseumptions
Goal: improve student learning
Role of teacher: most important influence over this process
Teacher (New) Pedagogical Knowledge is different from “Old”:
ADD:
Differs in part due to MBE
Differs in part due to Technology
Differs in part due to “the times” and expectations of 21st C learners
RETAIN:
“Old” models have valuable aspects that have not changed and should not be lost in this process (“don’t throw out the baby with the bath water”; no need to reinvent the wheel)
“New” model must incorporate MBE, Technology, (21st C skills)
Content knowledge (CK) , i.e. the subject material that is to be taught.
Pedagogical Knowledge (PK) “…generic knowledge about how students learn, teaching approaches, methods of assessment and knowledge of different theories about learning (Harris et al., 2009; Shulman, 1986). This knowledge alone is necessary but insufficient for teaching purposes. In addition a teacher requires content knowledge.”
General Pedagogic knowledge (GPK), i.e. the broad principles and strategies of classroom management and organisation that apply irrespective of the subject.
Pedagogical Content Knowledge (PCK) Pedagogical content knowledge is knowledge about how to combine pedagogy and content effectively (Shulman, 1986). This is knowledge about how to make a subject understandable to learners. Archambault and Crippen (2009) report that PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom.
Competency: Combination of knowledge, skills and attitudes (OECD, 2003)
Mind, Brain, and Education (MBE), the intersection of findings from psychology (mind), cognitive neuroscience (brain), and pedagogy (education)
Educational Neuroscience, a subfield of neuroscience that studies education
Neuro-education, a subfield of education that studies the human brain.
Brain-based learning/teaching methods, commercialized attempts to sell often unsubstantiated findings about the brain with teachers.
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
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
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
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
As educators we are in the business of changing brains. But does our course design take into consideration how the brain learns? The emerging field of NeuroEducation addresses the intersection of mind, brain, and education. This session debunks a few common NeuroMyths and identifies key NeuroFacts critical to education design.
Currere encourages educators and learners to undertake an autobiographical examination of themselves.
Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere".
Given the breadth and diversity of related scientific findings, brain-based learning may take a wide variety of forms from school to school or teacher to teacher.
How to Boost Social-Emotional Learning? 3 Best Tips | Future Education MagazineFuture Education Magazine
How to improve your school's social-emotional learning program: 1. Establish a solid foundation for your SEL 2. Provide your pupils with specific teaching 3. Involve members of the family
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
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Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!