By: Alvaro Fernandez
Heads up: these are some of my upcoming talks, starting tomorrow with a brief insight blast on Upgrading education and health with the brain in mind at the World Economic Forum on Latin America. If you’re a SharpBrains friend and speaking at/ attending any, please let me know so we can connect.
- April 23–25, Lima, Peru: Upgrading education and health with the brain in mind, at the World Economic Forum on Latin America 2013
- May 1–2, San Francisco: Think, Think, Think: Cognitive Gaming Platforms, at Neurogaming
- May 15–16, Toronto: The Web as a Gym for the Brain, at mesh13
- May 20, Washington, DC: Innovating for the 50+, at Aging 2.0
- June 12, Victoria, BC, Canada: How Can We Invest In Our Brains To Boost Innovation and Resilience, at the Conference Board of Canada’s Annual Council of Human Resource Executives
By: Alvaro Fernandez
Kudos to Patricia Cohen for one of the best articles I have read in The New York Times in a long time: A Sharper Mind, Middle Age and Beyond, by Patricia Cohen. These are a few quotes — please do read the article in full, it is worth it.
- “Some people are much better than their peers at delaying age-related declines in memory and calculating speed. What researchers want to know is why. Why does your 70-year-old neighbor score half her age on a memory test, while you, at 40, have the memory of a senior citizen? Read the rest of this entry »
By: Alvaro Fernandez
The New York Times has recently published several very good and seemingly unrelated articles…let’s try and connect some dots. What if we questioned the very premise behind naming some classrooms the “classrooms of the future” simply because they have been adding technology in literally mindless ways? What if the Education of the Future (sometimes also referred to as “21st Century Skills”) wasn’t so much about the How we educate but about the What we want students to learn and develop, applying what we know about mind and brain to the needs they are likely to face during the next 50–70 years of their lives? Read the rest of this entry »
By: Dr. Pascale Michelon
What do you think is the best way to learn: Studying the material repeatedly, drawing detailed diagrams of what you are learning, or taking a test in which you recall what you have read?
A recent study published in Science and summarized in this New York Times article found out that taking a test was the best method!
students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used [the] two other methods. Read the rest of this entry »
By: Laurie Bartels
James Zull is a professor of Biology. He is also Director Emeritus of the University Center for Innovation in Teaching and Education at Case Western Reserve University in Ohio. These roles most assuredly coalesced in his 2002 book, The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning.
This is a book for both teachers and parents (because parents are also teachers!) Written with the earnestness of first-person experience and reflection, and a lifetime of expertise in biology, Zull makes a well-rounded case for his ideas. He offers those ideas for your perusal, providing much supporting evidence, but he doesn’t try to ram them into your psyche. Rather, he practices what he preaches by engaging you with stories, informing you with fact, and encouraging your thinking by the way he posits his ideas.
I have read a number of books that translate current brain research into practice while providing practical suggestions for teachers to implement. This is the first book I have read that provides a biological, and clearly rational, overview of learning and the brain. Zull provokes you into thinking Read the rest of this entry »
By: Greater Good Magazine
The Secret to Success
New research says social-emotional learning helps students in every way.
– by Daniel Goleman
Schools are beginning to offer an increasing number of courses in social and emotional intelligence, teaching students how to better understand their own emotions and the emotions of others.
It sounds warm and fuzzy, but it’s a trend backed up by hard data. Today, new studies reveal that teaching kids to be emotionally and socially competent boosts their academic achievement. More precisely, when schools offer students programs in social and emotional learning, their achievement scores gain around 11 percentage points.
That’s what I heard at a forum held last December by the Collaborative for Academic, Social, and Emotional Learning (CASEL). (Disclosure: I’m a co-founder of CASEL.) Roger Weissberg, the organization’s director, gave a preview of a massive study run by researchers at Loyola University and the University of Illinois, which analyzed evaluations of more than 233,000 students across the country.
Social-emotional learning, they discovered, helps students Read the rest of this entry »
By: Alvaro Fernandez
We read today how Panel Urges Schools to Emphasize Core Math SkillsÃ‚Â (Washington Post). Now, there is a more fundamental question to consider: what should the schools of the XXI century look like and do?.
To create a much needed dialogue, I asked one the most thoughtful education bloggers around to share her (I guess it’s “her”) impressions with us. Enjoy!
What do we want our schools to do, and for whom?Ã‚Â
“Schools,” Stanford historian David Labaree wrote, “occupy an awkward position at the intersection between what we hope society will become and what we think it really is.” What do we want our schools to do, and for whom?
Schools, like most organizations, have many goals. These goals often compete with and displace each other. Relying heavily on the work of David Labaree, I will discuss three central goals of American schools – social efficiency, democratic equality, and social mobility. Throughout the history of American education, these goals have been running against each other in a metaphorical horserace. While they are not mutually exclusive, the three goals introduce very different metrics of educational success. More often than not, they sit uncomfortably with each other.
Read the rest of this entry »