No evidence to back idea of learning styles (OpEd in The Guardian co-authored by 30+ neuroscientists and psychologists):
“There is widespread interest among teachers in the use of neuroscientific research findings in educational practice. However, there are also misconceptions and myths that are supposedly based on sound neuroscience that are prevalent in our schools. We wish to draw attention to this problem by focusing on an educational practice supposedly based on neuroscience that lacks sufficient evidence Read the rest of this entry »
Study: High Schoolers with ADHD Receiving Few Evidence-Based Supports (Education Week):
“A little over half of high school students with attention deficit hyperactivity disorder are receiving some kind of services from their schools, such as additional time on tests or extended time to complete homework assignments, a recent study finds. But those particular supports have no reported effectiveness in improving the academic performance of students with ADHD, according to the study published Read the rest of this entry »
Question by Janet:
Given the growing concern about sports-related concussions, what do you think schools should be doing? abolish or severely reduce varsity teams? sponsor only “safe” sports? Is there research on how concussions may interfere with learning and academic results?
Answer by Dr. Robert Sylwester:
I don’t know how to respond responsibly to your question, except that I share what I think are your concerns. Our culture seems obsessed with violent sports (and perhaps making sports that aren’t necessarily violent into becoming violent). To be frank, as much as I enjoy watching sports, I’m pleased that none of our grandchildren have gotten into any of the more violent school-level sports.
I expect that changes will occur, and they’e overdue. Don’t mess with a brain!
> Read full transcript of Q&A with Prof. Sylwester
> Read full Q&A series
> Read The SharpBrains Guide to Brain Fitness
Brain Study Points to Potential Treatments for Math Anxiety (Education Week):
- “The study, published this morning in the journal Cerebral Cortex, is a continuation of work on highly math-anxious people being conducted by Sian L. Beilock, associate psychology professor at the University of Chicago, and doctoral candidate Ian M. Lyons. In prior research, Beilock has found that just the thought of doing math problems can trigger stress responses in people with math anxiety, and adult teachers can pass their trepidation about math on to their students.” Read the rest of this entry »
When you think of how the PC has altered the fabric of society, permitting instant access to information and automating processes beyond our wildest dreams, it is instructive to consider that much of this progress was driven by Moore’s law. Halving the size of semiconductor every 18 months catalysed an exponential acceleration in performance.
Why is this story relevant to modern neuroscience and the workings of the brain? Because transformative technological progress arises out of choice and the actions of individuals who see potential for change, and we may well be on the verge of such progress. Read the rest of this entry »