Brain Research and the Classroom

Paper Summary:

This paper reviews the peer-reviewed and scholarly literature concerning recent brain research findings and its sources over the past 10-15 years. Following an overview of the subject, a discussion about the "critical periods" in a child's brain development shows that there is powerful new evidence from neuroscience that the early years of development set the base for competence and coping skills that affect learning, behavior and health throughout life. It also look at how the findings from this research could be used to enhance or better yet enrich how to better develop the minds so that learning can be maximized in the classroom.

Outline
Background and Overview
Brain-Based Learning Techniques
Summary

From the Paper:

"In their book, Practical Approaches to Using Learning Styles in Higher Education, Dunn and Griggs (2000) report that people have such unique patterns for learning new and difficult information that "it is hard to judge accurately how to teach anything academically challenging without first identifying how each student learns" (p. 19). Once a student's learning style has been identified, though, educators can develop appropriate processing approach(es), method(s), and sequence(s) of perceptual exposures to resources that are likely to make learning relatively comfortable for everyone involved (Dunn & Griggs, 2000). Educators who support this approach have adopted a brain-based approach to learning, a technique that is not without its detractors."

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