The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom » (New Edition)

This book offers a definitive, scientifically grounded guide for better teaching and learning practices. Drawing from thousands of documents and the opinions of recognized experts worldwide, it explains in straight talk the new Mind, Brain, and Education Science-a field that has grown out of the intersection of neuroscience, education, and psychology. While parents and teachers are often bombarded with promises of "a better brain," this book distinguishes true, applicable neuroscience from the popular neuromyths that have gained currency in education. Each instructional guideline presented in the book is accompanied by real-life classroom examples to help teachers envision the direct application of the information in their own schools. The author offers essential tools for evaluating new information as it flows from research and adds to what we know. Written by a teacher for teachers, this easy-to-use resource documents the findings of the top experts in the field of neuroscience, psychology, and education. It addresses the confusion around the misuse of concepts in brain-based education, and applies well-substantiated findings about the brain to classroom practice and teaching.

Foreword Pat Wolfe xi

Preface xiii

Acknowledgments xvii

Introduction 1

Why Mind, Brain, and Education Science Is Better Than "Brain-Based Learnin" 2

My Accompanying Biases 4

What This Book Will Offer 4

Part I The Scientifically Substantiated Art of Teaching

Chapter 1 The Case for Neuroscience in the Art of Teaching 9

Why Psychology + Neuroscience + Education = MBE Science 10

It Is Not Enough to Know How We Learn, We Must Know How to Teach 11

Establishing MBE Science 12

Why Teaching and Learning Have Changed and What Teachers Need to Know 13

Arguments for and Against Uniting Education, Psychology, and Neuroscience 14

The Basic Premise of MBE Science: Teaching and Diagnosing learning Problems Is Not Easy 16

Three Theoretical and Conceptual Views in MBE Science-Bringing the Perspectives Together 16

The MBE Science Saga 19

Chapter 2 Using What We Know as Fact 23

Truths and Neuromyths in MBE Science 24

What Is Well-Established 27

Chapter 3 Considering What to Do with What Is Probably True 34

Emotions and Their Impact on Teaching and Learning 34

The Learning Organism 39

Spcies-Related Processes 41

Education and Teaching Processes 47

The Backbone of Scientifically Based Teaching 52

Chapter 4 Evaluating the Usage of What Is Still Just Intelligent Speculation 53

Existing Mental Structures 54

Classroom Experiences 59

Modes of Learning 63

Activities, Environments, and Enrichment 67

Physical Versus Functional Workings of the Brain 71

Different Populations 74

Chapter 5 Weeding Out Neuromyths and Misunderstandings 77

Myths About and Misinterpretations of Data 77

Misunderstandings About How the Brain Works 79

Myths AboutMemory and Learning 80

Myths About Brain Processes 81

Folk Myths About the Brain 82

Unsubstantiated Beliefs 84

Myths About Where Learning Takes Place 84

Keeping the Data Honest 85

Part II Appling Mind, Brain, Education Science in the Classroom

Chapter 6 Tenets: Applying Knowledge About the Individual Nature of Learning to Classroom Teaching 89

Emotions and Learning 90

The Physical Body and the Learning Brain 94

Individual Approaches to Learning 96

Summary of the Tenets 98

Chapter 7 Principles: Applying Universal Concepts About the Brain and Learning to Classroom Teaching 99

Core Beliefs 99

Survival Skills of the Brain 104

Attention and Social Cognition 106

Memory and Learning Processes 109

The Mind Versus the Brain in the Teaching and Learning Process 112

Summary of the Principles 113

Chapter 8 Ten Instructional Guidelines in MBE Science 114

Instructional Guideline 1 Environments 114

Instructional Guideline 2 Sense, Meaning, and Transfer 116

Instructional Guideline 3 Different Types of Memory Pathways 117

Instructional Guideline 4 Attention Spans 118

Instructional Guideline 5 The Social Nature of Learning 119

Instructional Guideline 6 The Mind-Body Connection 120

Instructional Guideline 7 Orchestration and "Midwifing" 121

Instructional Guideline 8 Active Processes 122

Instructional Guideline 9 Metacognition and Self-Reflection 122

Instructional Guideline 10 Learning Throughout the Life Span 123

Summary of the Instructional Guidelines 124

Chapter 9 How Do We Distinguish Good Information from Bad in MBE Science? 125

Characteristics of a Critical Thinker 126

The Critical Thinking Process 128

The Role of Reflective Skepticism in Critical Thinking 130

The Stages of Critical Thinking 131

Tools to Judge the Information 132

Summary of the Tools 133

Chapter 10 Improving the Field and Moving Forward 135

What Can You Do? 135

Next Steps in the Future of MBE Science 137

Future Development 139

Final Thoughts 140

Glossar 143

Appendix A Members of the Delphi Panel and Expert Reviewers 151

Appendix B Exemplary Works in the Field 153

References 167

Index 181

About the Author 190