Ten years ago, I read an article that changed the way I teach. The article, “Brain Matters: Translating Research into Classroom Practice,” by Patricia Wolfe, suggests that educators should take into consideration how the brain learns when designing instruction.
I used to think that my job as a teacher was to simply present information to my students and then give them a test on the material. I now realize that my job is much more than that. In order to effectively reach all of my students, I need to be aware of how their brains are wired and how they learn best.
One of the most important things that I learned from reading “Brain Matters” is that students need to be actively engaged in order to learn. Lectures are not the most effective way to reach all students. Instead, I need to use a variety of instructional strategies that will appeal to different learning styles.
In addition, I need to provide students with opportunities to practice what they are learning. Repetition is important for the brain to make connections and to learn new information.
Finally, I need to be aware of the brain’s natural tendency to filter out information that is not important. This is why it is so important to make sure that my students are focused and paying attention to what I am saying.
Since reading “Brain Matters,” I have made a number of changes to the way I teach. I now make sure to use a variety of instructional strategies and to provide opportunities for students to practice what they are learning. I am also more aware of the importance of maintaining student focus. As a result of these changes, I have seen a significant improvement in student learning.
Other related questions:
Why is it important for teachers to understand how the brain functions?
There are a few reasons why it is important for teachers to understand how the brain functions. First, if teachers understand how the brain works, they can better design instruction and activities that are more likely to lead to student success. Second, if teachers understand how the brain works, they can better help students who are struggling with learning or other issues. Finally, if teachers understand how the brain works, they can better advocate for policies and practices that support student learning.
What changes in the brain are involved in learning?
There is no one answer to this question as different types of learning involve different changes in the brain. However, some common changes that have been observed include increases in the number and/or size of synapses (the connections between neurons), changes in the activity of certain genes, and changes in the levels of certain neurotransmitters.
How can teachers improve brain activity?
There is no one answer to this question as different teachers will have different methods that work for them. However, some general tips that may help include: using a variety of teaching methods, keeping lessons interesting and engaging, encouraging active participation from students, and using visuals and hands-on activities where possible. Additionally, research has shown that physical activity can help to improve brain function, so incorporating movement into lessons or encouraging students to take breaks to move around may also be beneficial.
What impact does reading have on our brains and our learning?
There is a lot of evidence that reading has a positive impact on our brains and our learning. For example, reading has been shown to improve brain connectivity, increase brain activity, and improve reading comprehension.
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