Neuro Myths: Separating Fact and Fiction in Brain-Based Learning | Edutopia

Neuro Myths: Separating Fact and Fiction in Brain-Based LearningNew research on educational neuroscience tells us how kids learn — and how you should teach.by Sara BernardShare Forward Comments2 Comment RSS PrintIllio of a person’s profile with a swirl in the brain areaCredit: iStockphotoYou’ve surely heard the slogans: “Our educational games will give your brain a workout!” Or how about, “Give your students the cognitive muscles they need to build brain fitness.” And then there’s the program that “builds, enhances, and restores natural neural pathways to assist natural learning.”No one doubts that the brain is central to education, so the myriad products out there claiming to be based on research in neuroscience can look tempting.With the great popularity of so-called brain-based learning, however, comes great risk. “So much of what is published and said is useless,” says Kurt Fischer, founding president of the International Mind, Brain, and Education MBE Society and director of the MBE graduate program at Harvard University. “Much of it is wrong, a lot is empty or vapid, and some is not based in neuroscience at all.”Still, there are some powerful insights emerging from brain science that speak directly to how we teach in the classroom: learning experiences do help the brain grow, emotional safety does influence learning, and making lessons relevant can help information stick. The trick is separating the meat from the marketing.So what’s an educator to make of all these claims?

via Neuro Myths: Separating Fact and Fiction in Brain-Based Learning | Edutopia.

wvaajune2010 – home

Teaching, Learning, Technology and Personalization

A Discussion with the West Vancouver Administrators Association – June 23, 2010

Welcome to the wiki page for today’s presentation. We have created a backchannel to allow everyone to contribute, discuss, share, question and expand on ideas throughout the presentation. Please open this site in a new tab or window to participate.

Learning Intentions:

* Share ways teachers ands students are using technology to support learning

* Challenge some assumptions about teaching and learning

* Experience “Schooling 2.0”

School Reform is not new and not unique to our context in B.C. right now:

The work in New Brunswick is reflected in work happening, across, Canada, North America and the world. Other top performing jurisdictions are considering where they need to go next. Earlier this month, Alberta released its Inspiring Education Report that spoke about a system that is:

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Some big ideas at play in British Columbia right now:

21st Century Skills:

3 R’s

* reading

* writing

* numeracy

8 C’s

via wvaajune2010 – home.

A National Primer on K-12 Online Learning, Second Edition « Online Learning Update

A National Primer on K-12 Online Learning, Second Edition

by iNACOL

This is the second edition of A National Primer on K-12 Online Learning. The first edition was published in May, 2007 and was written by John Watson of the Evergreen Education Group. Given the fast pace of change in the K-12 online learning field, it is a testament to the foresight of the first report’s authors and reviewers that the concepts and issues presented in the initial edition are still quite applicable for today’s online learning landscape. Of course that same fast pace of change has resulted in many of the details in the 3+ year old report no longer being accurate. This second edition of the National Primer continues to maintain a focus on presenting the basics of K-12 online learning useful for policy makers and practitioners alike, while presenting the most current information available.

http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf

via A National Primer on K-12 Online Learning, Second Edition « Online Learning Update.

Transforming Assessment | Home

Transforming Assessment | Home.

Rethinking assessment in a participatory digital world – Assessment 2.0

Transforming Assessment is an Australian Learning and Teaching Council Fellowship specifically looking at the use of e-assessment within online learning environments, particularly those using one or more Web 2.0 or virtual world technologies.