Brain Scans May Help Predict Future Problems, And Solutions (NPR):
“Brain scans may soon be able to help predict a person’s future — some aspects of it, anyway.
Information from these scans increasingly is able to suggest whether a child will have trouble with Read the rest of this entry »
More and more studies are showing the potential benefits of mindfulness practices for students –to improve physical health, psychological well-being, social skills, even academic performance in some cases– as well as for teachers and administrators –primarily to reduce stress and burnout–.
To give you an update on the landscape of scientific research about the role of mindfulness in education, here goes our selection of ten recent studies, all of them recent randomized controlled trials, with brief descriptions of each Read the rest of this entry »
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 »