Educational Neuroscience: The Basics (The Basics)

Chapter 1. Why do we need educational neuroscience? By figuring out how learning works in the messy, biological organ thats the brain, we can help optimise the systems geared to improving it that is, teach. Chapter 2. I wanna walk like yo 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? Thats a whole new ball game. Chapter 6. Learning is even harder The brain cant help but learn its 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 Theres 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. Its also about students, teachers, classrooms, schools, communities, society. Its time to bring all those perspectives together.