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Food 4 Thought

How a teenagers’ brain works?

22/11/2019

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How neuroscientists and educators can build a better                                              partnership

22/11/2019

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Lauren Vega O’Neil and Eric Pakulak, researchers at the University of Oregon’s Brain Development Lab, discuss ways to foster successful neuroscientist-educator collaboration.

Meeri Kim: Your lab has been conducting collaborative projects with educators. Can you tell me about your latest project?
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Lauren Vega O’Neil: In a previous study, we developed an 8-week, family-based training program called Parents and Children Making Connections – Highlighting Attention (PCMC-A), which focused on improving the selective attention skills of preschool children from lower socioeconomic status backgrounds.

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What does it mean to learn?

22/11/2019

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Bringing the science of learning into classrooms

22/11/2019

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New research sheds light on the effects that childhood experiences—both good and bad—have on the developing brain. But are schools keeping up?

​“The 20th-century education system was never designed with the knowledge of the developing brain,” says Pamela Cantor, MD, who is part of a cross-disciplinary team of experts studying the science of learning and development. “So when we think about the fact that learning is a brain function and we have an education system that didn’t have access to this critical knowledge, the question becomes: Do we have the will to create an education system that’s informed by it?”

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Findings from neuroscience, to help educators to update their                            knowledge of the teaching-learning process

22/11/2019

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Most educators these days are aware that scientific advancements in brain research and imaging technology have changed cognitive psychology and neuroscience forever. They’re also aware that some of the discoveries from this research have implications for what they do in schools and classrooms.

Educational neuroscience looks at how our understanding of the human brain can affect the curricular, instructional and assessment decisions that teachers make every day. It provides educators with an opportunity to reflect on research that can have an impact on their educational practices.

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It is time for instruction in the neuroscience of learning to                                                  be included as well in professional teacher education

22/11/2019

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"Neuroscience should be required for all students [of education] . . . to familiarize them with the orienting concepts [of] the field, the culture of scientific inquiry, and the special demands of what qualifies as scientifically based education research." - Eisenhart & DeHaan, 2005
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Do you recall some of your college professors who knew their subject matter but had zero teaching skills? Staying awake in their one-way-directed lecture classes required Herculean strength (or lots of coffee). They were never trained to develop the skillset of engagement strategies.

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25 most significant findings in neuroscience education                                                      over the past 25 years

22/11/2019

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It’s been 25 years since the field of neuroeducation first reared its head in academia. Spearheaded in 1988 by the Psychophysiology and Education Special Interest Group, educational neuroscience is now the focus of many research organizations around the world, including the Centre for Educational Neuroscience; the International Mind, Brain, and Education Society; and the Neuroeducational Research Network.

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The findings of neuroscience help learning and development                        professionals design more effective learning experiences

22/11/2019

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Can the findings of neuroscience help learning and development professionals design more effective learning experiences? 2.5 years ago, I couldn’t have answered that question for you. But after quitting my job as a Canadian director of learning, in pursuit of certificates in neuroscience from Harvard and Duke, the louder question became, how can’t this help!?
Probably the best way to look at how neuroscience can help us to rethink and redesign our training, is by debunking some myths and looking at some fundamental truths. Now, we won’t cover everything (let’s face it, the brain is as vast and expansive as the universe) but I do hope to shed a little light and share a couple of tips to get you started. So, let’s dive in.

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How the brain makes its choice on what connection to keep

22/11/2019

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Brain cells, or neurons, constantly tinker with their circuit connections, a crucial feature that allows the brain to store and process information. While neurons frequently test out new potential partners through transient contacts, only a fraction of fledging junctions, called synapses, are selected to become permanent.

The major criterion for excitatory synapse selection is based on how well they engage in response to experience-driven neural activity, but how such selection is implemented at the molecular level has been unclear. In a new study, MIT neuroscientists have identified the gene and protein, CPG15, that allows experience to tap a synapse as a keeper.

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What teachers need to know about the science of learning and                                    what they don't

22/11/2019

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​Lately there’s been a push to acquaint educators with “the science of learning.” But only some aspects of that science actually help teachers do their jobs. Others just waste their time.
You might think that before aspiring teachers take up their posts, they’re taught what scientists have discovered about how children learn. In fact, many teachers are unaware of that research, and--for complex reasons—some are actually hostile to scientific recommendations.

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