Educational Neuroscience
portes grátis
Educational Neuroscience
The Basics
Thomas, Michael S. C.; Rogers, Cathy
Taylor & Francis Ltd
11/2022
226
Mole
Inglês
9781032028552
15 a 20 dias
439
Descrição não disponível.
Chapter 1. Why do we need educational neuroscience?
By figuring out how learning works in the messy, biological organ that's the brain, we can help optimise the systems geared to improving it - that is, teach.
Chapter 2. I wanna walk like you...
In the classroom, learning and thinking is built on our sensory and motor systems: what happens in our heads has its origins in our bodies.
Chapter 3. I feel therefore I am
Emotions are an integral part of every thought and action. Harnessing them is a cornerstone for effective learning.
Chapter 4. No one is an island
Our brains are deeply concerned with other people, including teachers and peers. This can be the best or the worst news in the world.
Chapter 5. Thinking is hard
The brain evolved for processing senses and coordinating movements in response. Abstract thinking? That's a whole new ball game.
Chapter 6. Learning is even harder
The brain can't help but learn - it's just what it does. But the sort of learning required in classrooms is just about the most complicated thing we could ask a brain to do.
Chapter 7. Fly me to the moon
Now we understand all the building blocks, how can we use this knowledge in the classroom?
Chapter 8. Covering the syllabus
There's the general, then there are specifics. What are some of the special requirements for learning literacy, numeracy, arts and sciences?
Chapter 9. The whole system perspective
Educational neuroscience is not all about brains. It's also about students, teachers, classrooms, schools, communities, society. It's time to bring all those perspectives together.
By figuring out how learning works in the messy, biological organ that's the brain, we can help optimise the systems geared to improving it - that is, teach.
Chapter 2. I wanna walk like you...
In the classroom, learning and thinking is built on our sensory and motor systems: what happens in our heads has its origins in our bodies.
Chapter 3. I feel therefore I am
Emotions are an integral part of every thought and action. Harnessing them is a cornerstone for effective learning.
Chapter 4. No one is an island
Our brains are deeply concerned with other people, including teachers and peers. This can be the best or the worst news in the world.
Chapter 5. Thinking is hard
The brain evolved for processing senses and coordinating movements in response. Abstract thinking? That's a whole new ball game.
Chapter 6. Learning is even harder
The brain can't help but learn - it's just what it does. But the sort of learning required in classrooms is just about the most complicated thing we could ask a brain to do.
Chapter 7. Fly me to the moon
Now we understand all the building blocks, how can we use this knowledge in the classroom?
Chapter 8. Covering the syllabus
There's the general, then there are specifics. What are some of the special requirements for learning literacy, numeracy, arts and sciences?
Chapter 9. The whole system perspective
Educational neuroscience is not all about brains. It's also about students, teachers, classrooms, schools, communities, society. It's time to bring all those perspectives together.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Educational Neuroscience;Transcranial Electrical Stimulation;Vice Versa;Teenage Brain;Long Term Memory;Disengage;Social Brain;Dense;Spoiler Alert;Chronic;Brain's Information Processing Systems;VWFA;Crown House Publishing;Attention Deficit Disorder;Phonological Working Memory;Growth Mindset Intervention;Sippy Cup;Symbolic Number Processing;Animal Kingdom;Developmental Dyslexia;Low Maths Anxiety;Teddy Bear;Education System;Elaborative Rehearsal;Lizard Brain
Chapter 1. Why do we need educational neuroscience?
By figuring out how learning works in the messy, biological organ that's the brain, we can help optimise the systems geared to improving it - that is, teach.
Chapter 2. I wanna walk like you...
In the classroom, learning and thinking is built on our sensory and motor systems: what happens in our heads has its origins in our bodies.
Chapter 3. I feel therefore I am
Emotions are an integral part of every thought and action. Harnessing them is a cornerstone for effective learning.
Chapter 4. No one is an island
Our brains are deeply concerned with other people, including teachers and peers. This can be the best or the worst news in the world.
Chapter 5. Thinking is hard
The brain evolved for processing senses and coordinating movements in response. Abstract thinking? That's a whole new ball game.
Chapter 6. Learning is even harder
The brain can't help but learn - it's just what it does. But the sort of learning required in classrooms is just about the most complicated thing we could ask a brain to do.
Chapter 7. Fly me to the moon
Now we understand all the building blocks, how can we use this knowledge in the classroom?
Chapter 8. Covering the syllabus
There's the general, then there are specifics. What are some of the special requirements for learning literacy, numeracy, arts and sciences?
Chapter 9. The whole system perspective
Educational neuroscience is not all about brains. It's also about students, teachers, classrooms, schools, communities, society. It's time to bring all those perspectives together.
By figuring out how learning works in the messy, biological organ that's the brain, we can help optimise the systems geared to improving it - that is, teach.
Chapter 2. I wanna walk like you...
In the classroom, learning and thinking is built on our sensory and motor systems: what happens in our heads has its origins in our bodies.
Chapter 3. I feel therefore I am
Emotions are an integral part of every thought and action. Harnessing them is a cornerstone for effective learning.
Chapter 4. No one is an island
Our brains are deeply concerned with other people, including teachers and peers. This can be the best or the worst news in the world.
Chapter 5. Thinking is hard
The brain evolved for processing senses and coordinating movements in response. Abstract thinking? That's a whole new ball game.
Chapter 6. Learning is even harder
The brain can't help but learn - it's just what it does. But the sort of learning required in classrooms is just about the most complicated thing we could ask a brain to do.
Chapter 7. Fly me to the moon
Now we understand all the building blocks, how can we use this knowledge in the classroom?
Chapter 8. Covering the syllabus
There's the general, then there are specifics. What are some of the special requirements for learning literacy, numeracy, arts and sciences?
Chapter 9. The whole system perspective
Educational neuroscience is not all about brains. It's also about students, teachers, classrooms, schools, communities, society. It's time to bring all those perspectives together.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Educational Neuroscience;Transcranial Electrical Stimulation;Vice Versa;Teenage Brain;Long Term Memory;Disengage;Social Brain;Dense;Spoiler Alert;Chronic;Brain's Information Processing Systems;VWFA;Crown House Publishing;Attention Deficit Disorder;Phonological Working Memory;Growth Mindset Intervention;Sippy Cup;Symbolic Number Processing;Animal Kingdom;Developmental Dyslexia;Low Maths Anxiety;Teddy Bear;Education System;Elaborative Rehearsal;Lizard Brain
