(This is the third of a multi-part series on "brain-based learning." You can see Part One here and Part Two here.) The question asked two weeks ago was: What are the best ways to practically implement what we know about how the brain learns into our teaching? I've seen the phrase "brain-based learning" used often, and sometimes in ways that do not seem particularly helpful. However, it is short enough to fit in a blog post headline.... This post is the third in a four-part series on this topic. Last week's post included responses from three neuroscientists associated with BrainFacts.org....


(This is the second of a multi-part series on "brain-based learning." You can see Part One here.) The question asked two weeks ago was: What are the best ways to practically implement what we know about how the brain learns into our teaching? I've seen the phrase "brain-based learning" used often, and sometimes in ways that do not seem particularly helpful. However, it is short enough to fit in a blog post headline.... This post is the second in a four-part series on this topic. Last week's post included responses from three neuroscientists associated with BrainFacts.org. Today, educators Wendi ...


(This is the first of a multi-part series on "brain-based learning") Last week's question was: What are the best ways to practically implement what we know about how the brain learns into our teaching? I've seen the phrase "brain-based learning" used often, and sometimes in ways that do not seem particularly helpful. However, it is short enough to fit in a blog post headline.... This post "kicks-off" a series on this topic. In addition, I've brought together my favorite useful related resources here. Today, the staff at BrainFacts.org have brought together three affiliated neuroscientists to make contributions. Here is ...


I'm not a big fan of the phrase "brain-based learning" but it is shorter than the actual "question-of-the-week": What are the best ways to practically implement what we know about how the brain learns into our teaching? Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. Anyone whose question is selected for this weekly column can choose one free book from a selection of seven published by published by Jossey-Bass. You can send questions to me at [email protected] you send in your question, let me know if I ...


The question asked last week was: What are actions teachers can take to help their students develop a growth mindset? As Professor Carol Dweck -- one of authors of today's guest response and the developer of the term and concept -- has written elsewhere: Individuals with a fixed mindset believe that their intelligence is simply an inborn trait--they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time. Thanks to Professor Dweck's work, I have been explicitly applying this concept in the classroom for the past few ...


This week's "question of the week" is: What are actions teachers can take to help their students develop a growth mindset? I'll let author, educator, and researcher Carol Dweck define what this means: Individuals with a fixed mindset believe that their intelligence is simply an inborn trait--they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time. You can also find more resources about the concept here. Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. Anyone whose ...


J. Casey Hurley asked: What does it look like to apply research findings to classroom practice? Theoretical responses, ("It would look like this. . .") do not count. I am looking for actual descriptions of what teachers did to apply specific findings in their classrooms. I would welcome responses from researchers and teachers. As I wrote last week, there is often a disconnect between education research and classroom application, and it appears that researchers, as well as teachers, know it. Education Week writer Sarah Sparks writes a blog here about ed research, and has shared reflections like these from researchers: Educators and ...


J. Casey Hurley asks: What does it look like to apply research findings to classroom practice? Theoretical responses, ("It would look like this. . .") do not count. I am looking for actual descriptions of what teachers did to apply specific findings in their classrooms. I would welcome responses from researchers and teachers. There is often a disconnect between education research and classroom application, and it appears that researchers, as well as teachers, know it. Education Week writer Sarah Sparks writes a blog here about ed research, and has shared reflections like these from researchers: Educators and policy makers frequently argue that ...


Jay Sugerman asked: With our school about to install Smart Boards, I'm getting in touch to ask if you'd please recommend the best sites to learn how to incorporate this tool as well as any collections of good interactive sites and lessons. I'm not a big fan of schools using their limited funds to purchase high-tech Interactive White Boards and, instead, am a proponent of low-tech versions -- the small handheld ones that each student can have along with a marker and an eraser. They're great for using in learning games, as I wrote about last week elsewhere in Education ...


Jay Sugerman asks: With our school about to install Smart Boards, I'm getting in touch to ask if you'd please recommend the best sites to learn how to incorporate this tool as well as any collections of good interactive sites and lessons. Though I'm not a big fan of schools using their limited funds to purchase Interactive White Boards, many schools do have them. What are your ideas on how teachers can use them most effectively? And also feel free to comment if you think IWB's are worth -- or not worth -- their expense.... Please share your thoughts in ...


The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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