What we know: Teaching for learning: Brains can be ‘rewired’ to improve learning by Chris Rust · April 27, 2013 The ‘What we know’ theories are going to be published here as a series of blog posts over the coming weeks but are also available now collected as a free eBook from the OCSLD shop, where there are now four titles available. Our new book, Assessment Literacy: The Foundation for Improving Student Learning is available in paperback and kindle formats. Brains can be ‘rewired’ to improve learning What do we know? The brain does not simply record information as it arrives. Instead, the brain reorganizes information for more efficient recall and later use. The structure of information in the brain is one of the primary features that distinguishes “novices” from “experts.” In the past 20 years, there has been an explosion of studies showing just how adaptable and malleable the human brain is and the previously held belief that the structure of the human brain does not change much after infancy is wrong. Implications for improving student learning This new knowledge regarding brain development and learning implies new responsibilities to continually “exercise” and nurture the brain. Educational institutions and teachers are faced with the responsibility of designing curricula and learning experiences that will stimulate and guide ‘re-wiring’ in student brains. Meanwhile, students bear responsibility for nurturing and engaging their brains during this important developmental process. Identifying students’ prior knowledge before proceeding can also be an especially helpful technique. One teacher found that 70% of what he was about to teach was already known by the students. He therefore focused the majority of available time on the 30%. This leads nicely into the subject of course design. Further reading Zull, James Ellwood (2002) The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning, Sterling, VA: Stylus Publishing First Evidence of Brain Rewiring in Children: Reading Remediation Positively Alters Brain Tissue, Science Daily, Dec. 10, 2009 available at: http://www.sciencedaily.com/releases/2009/12/091209121200.htm Tags: ebooks / what we know
What we know: Designing courses for learning: Programmes where there is a clear & commonly held understanding of how courses are integrated, where staff and students “can see the whole picture,” produce better learning 8 May, 2013
What we know: Students as learners: Students are likely to have preferred learning styles 19 Apr, 2013