Dynamic Higher Education Thesis

brain-based teaching

Sydney B. MoxleyConcordia University Department of Graduate Teacher Education CI 525: Innovations in Learning and Teaching, Cohort 556 Professor Monosmith november 30, 2024

XX/XX/20XX

TABLE OF CONTENTS

07.interleaving

09.brain plasticity

01.Brain-Targeting teaching

08.retrieval practice

06.cognitive load

11.summary of learning

10.mindfulness

12.works cited

05.primacy/recency

04.critical thinking

03.visible thinking

02.metacognition

How can educators promote brain awareness in teaching and learning?

discussion starter 1

brain-targeted teaching

01

01. brain targeted teaching

Brain-targeted teaching recognizes how teaching practices impact different parts of the brain. Some important influences on the brain include "emotional climate, physical environment, learning design, teaching for mastery, teaching for application, and evaluation of learning" (Hardiman, 2018). Targeting these specific teaching components promotes student learning and resilience.

metacognition

02

02. metacognition

There is great value in helping students become self aware of the cognitive processes that are taking place in the brain during learning. This way, they can learn their strengths and weaknesses, as well as what strategies are beneficial in overcoming challenges (Willis, 2023).

How can educators promote brain engagement in teaching and learning?

discussion starter 2

visible thinking

03

03. visible thinking

One strategy to promote metacognition is the use of visible thinking routines. Directing student thinking with specific goals and prompts can help guide productive conversation (Harvard Graduate School of Education, 2022). Repeating the format and structure of collaborative times preserves instructional time and conserves student cognitive energy.

critical thinking

04

How can teaching practices best optimize the structures and functions of the brain?

discussion starter 3

04. critical thinking

Critical thinking is produces meaningful learning that can be applied to new contexts and situations (Provenzano, 2023). Rather than teaching "what to think," educators can guide students in "how to think." Logical, problem-solving, evidence-backed, and analytical thinking skills build learning pathways in the brain.

primacy/recency

05

The primacy and recency effect describes the optimal times for retention in an learning time (Curriculum, 2023). Prime times for learning include the beginning and end of lessons. Designing instruction to place anchor concepts and the beginning and end, with additional repetions of practice in the middle supports student learning.

05. primacy/recency

cognitive load

06

06. cognitive load

Cognitive load theory is applicable to education because it allows teachers to have more control over what information students are able to retain. New information places a cognitive load of short term memory, but connecting new information to an existing schema helps it smoothly transfer and be stored in long-term memory (Heick, 2022).

interleaving

07

07. interleaving

As educators, the interleaving effect speaks to the level of variety that makes up the composition of our lessons. Research shows that mixing up the content, especially pulling from tasks that have lower levels of cognitive demand, help students to focus attention, have mental breaks, and retain important information (Pan, 2024).

retrieval practice

08

08. retrieval practice

Retrieval practice plays an important part in the cognitive process of learning. Recalling information and retrieving it strengthens the neural pathways in the brain and promotes storage in long term memory (Agarwal et. al., 2021). A simple shift from reviewing concepts to asking students to recall develops these skills.

brain plasticity

09

09. brain plasticity

As educators seek to foster resilience and learning in the classroom, neuroplasticity is an encouraging reality. The flexible and malleable nature of the brain allows for change and new neural pathways to be developed. This motivates educators to teach healthy and positive patterns of thinking and behavior, because students have the opportunity and abiility to grow (McCandliss & Toomarian, 2020).

How can educators promote the restoration of the brain's resources?

discussion starter 4

mindfulness

10

10. mindfulness

Mindfulness refers to strategies that are used to calm one's mind, emotions, and body. Some examples include deep breathing, sensory exercises, and guided thinking. Research shows that mindfulness strategies "reduce the negative effects of stress and increase students’ ability to stay engaged, helping them stay on track academically and avoid behavior problems" (Tatter, 2019, para. 2).

Closing statement

Teachers can promote student learning and resilience by teaching about structures of the brain, designing neurologically-informed lessons, and promoting mentally restorative practices.

references

Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits Student Learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33(4), 1409–1453. https://doi.org/10.1007/s10648-021-09595-9 Craiyon - your free AI Image Generator Tool: Create AI ART! (n.d.). https://www.craiyon.com/ Curriculum, D. (2023, July 12). The primacy/recency effect. Dataworks Educational Research. https://dataworks-ed.com/blog/2014/08/the-primacyrecency-effect/ Free design tool: Presentations, video, social media | CANVA. (n.d.-b). https://www.canva.com/ Hardiman, M. (2018). Mariale Hardiman’s brain-targeted teaching model. Mariale Hardiman’s Brain-Targeted Teaching Model. https://www.braintargetedteaching.org/ Harvard Graduate School of Education. (2022). Thinking routines (alphabetized). Thinking Routines (Alphabetized) | Project Zero. https://pz.harvard.edu/thinking-routines-all Heick, T. (2022, January 16). What is the cognitive load theory? A definition for teachers. TeachThought. https://www.teachthought.com/learning/cognitive-load-theory/

references continued

McCandliss, B., & Toomarian, E. (2020, April 13). Putting neuroscience in the classroom: How the brain changes as we learn. The Pew Charitable Trusts. https://www.pewtrusts.org/en/trend/archive/spring-2020/putting-neuroscience-in-the-classroom-how-the-brain-changes-as-we-learn Pan, S. C. (2024, February 20). The interleaving effect: Mixing it up boosts learning. Scientific American. https://www.scientificamerican.com/article/the-interleaving-effect-mixing-it-up-boosts-learning/ Provenzano, N. (2023, March 23). Helping students hone their critical thinking skills. Edutopia. https://www.edutopia.org/article/teaching-critical-thinking-middle-high-school/ Tatter, Grace. (2019, February 22). How making time for mindfulness helps students. KQED. https://www.kqed.org/mindshift/53110/how-making-time-for-mindfulness-helps-students Visual collaboration for creative work and Education. Padlet. (n.d.). https://padlet.com/ Willis, J. (2023, September 18). How metacognition can improve learning outcomes. Edutopia. https://www.edutopia.org/article/fostering-metacognition-boost-learning/