·This book is a collection of papers presented at a conference held at Harvard Medical School in Boston, Massachusetts, in March of 2019. The papers deal with various aspects of learning and teaching. The author, a professor of physical medicine and rehabilitation, believes that education is the "most powerful weapon" that can be used to "change the world." He dedicates this book to all the teachers in the world, especially to his wife, who has been a superb teacher to his son, and to his father, who inspired him to learn the "art of teaching."
·In this book he argues that there is no magic pill for learning and that we need to rethink the way we educate students. He draws on his own experience as a teacher and his research on learning and memory to argue that traditional approaches to education do not take advantage of students' natural abilities to learn. He contends that students are bored with traditional education because they have been taught to expect only one outcome from a course--to get a good grade. He believes that teachers need to change their approaches to teaching to engage students and to make learning more meaningful and enjoyable.
·Chapter 1, the focus shifts from understanding how the brain learns to understanding how to teach better using the brain's learning process. The narrator argues that understanding how we learned will help us to develop more effective teaching methods. He argues for a more student-centered approach to learning, which focuses on the student's ability to connect new information with what the student already knows. He uses the example of a student learning the difference between A and B. If the teacher only provides content that defines A equal to B, the student will only remember that A is equivalent to B when she is asked to define it on an exam. However, if the teacher encourages the students to connect A to B and C to D to E to F to G to H, the students will be able remember much more than just that A equals B. The teacher can guide the process but cannot force it. The student is responsible for firing the neurons that connect these new connections. How can the teacher improve the connectivity between neurons? The teacher needs to find ways to engage the students in conversation, group work, and other learning activities that will engage their brains and improve their ability to make connections between new information and what they already know.
·Chapter 2 begins with a discussion of how to engage the attention system to encode new information. The narrator explains that the stimulus to our brains must be presented in a certain way for it to be absorbed. He uses the example of a teacher teaching about the cell membrane. In scenario 1, the teacher shows a cell and then blows a needle into it, causing candy bars to fall out. In scenarios 2 and 3, the teacher changes the tone of the teacher's voice, moves around the room, and shows students contrasting pictures instead of lots of words. This technique is called "bottom-up" modulation. The teacher still has control over the content of what he or she is teaching, but the student's attention system is engaged by the instructor's conscious decision to modulate it. The instructor can use this system to engage his or her students in the classroom by priming them to pay attention to the information being presented. He or she can tell the students why the information is important for them, and this will help them pay attention. The more the teacher can turn off the distractions in class, the better. Then the teacher uses stories to engage students' emotional system, which is another powerful way to engage their attention system. The duration of attention in the class also plays a role, as does the cognitive load of the students, as discussed in Chapter 1.
·Chapter 3, the narrator explains that students often forget what they learn in class. This is because their memory system isn't a binary system, like a hard drive on a computer; instead, it's a dynamic system that changes over time. Memory can be modified by new learning, but not by false memories, which are memories that are gradually changed by real experiences. Memory is a process, not a thing. Learning is acquiring new skills or knowledge, but memory is the process of retrieving that knowledge. Long-lasting learning is the ability to learn new things over a long period of time. To improve memory and learning, the brain must have two things: 1) Activate the area of the brain associated with memory formation in separate occasions, and 2) Retrieve that information. Learning without being aware of learning, or implicit learning, is learning without conscious awareness. Learning can be enhanced by manipulating sensory input, using gestures, and getting enough sleep. Modifications of Memories Memory is constantly modified, which is advantageous because it allows us to improve our learning by changing certain things that might not have been entirely correct or even superficial. One of the biggest challenges in education is creating long-lasting connections between learning and real-world experiences. The goal is to learn not just that A is the same as B, but that A also means B, because C and D are similar to E and F, and so on. Learning and memory are about relationships. If you learn something that's totally disconnected from your real world, you'll likely forget it. The key is to make connections between what you're learning and what you know already. The teacher's role is to provoke students to think about the material and to make more connections between the new information and what they already know. The second important issue is memory consolidation, or the process by which the brain strengthens the connections between memories. Brain health is also important for memory, and there are several things that can be done to improve it: sleep, diet, exercise. Most students will agree that sleep is important, but few will say that exercise is important. The most important thing to remember is that exercise increases the synthesis and activity of BDNF, a neurotrophic molecule that is critical for learning and memory.
·Chapter4, the narrator begins this chapter by stating that the purpose of this book will be to explain how to use motivation to improve learning. He then goes on to explain the two main types of motivation: extrinsic and intrinsic. Extrinsic refers to external rewards or punishments, such as grades. In contrast, intrinsic motivation comes from within the person. It is the desire to learn something for internal reasons, not external ones. To understand intrinsic motivation, it is important to first understand the three main components of intrinsic motivation: Autonomy, Mastery, and Purpose. Autonomous motivation is the ability to control the process of learning; mastery is the feeling of accomplishment that we get when we learn a new skill; and purpose is the reason why we are learning the skill in the first place. When students are provided with these three elements, they will be more likely to learn. In addition, when students are intrinsically motivated, they are also more prone to achieve a state of flow, which is a high level of engagement with a task that lasts for a long time without being conscious of how long it has been. In educational settings, teachers can use both intrinsic and external motivation to increase student engagement and learning.
·Chapter 5 begins with a discussion of stress and the social climate in learning. The narrator argues that learning occurs in a relaxed state is not necessarily detrimental to our performance. In some cases, stress can be beneficial. He discusses the inverted U curve for stress, which shows that a little bit of stress is beneficial but too much can be detrimental to learning. He then discusses how to use low stress and social interactions in education as a tool for learning. In Chapter 6, the naive reader will be able to see that our brains do not respond to stress as we would want them to. The brain responds to stress in essentially the same way it responds when faced with threatening situations. The fight or flight response is triggered by the recognition of a threat. This initial response is followed by the release of noradrenalin, a hormone that improves attention and releases an important neurotrophic factor, brain-derived nerve trophic factor. Brain-derived nervous system factor, or BDN, is a protein that helps to promote neuroplasticity, or the ability of the brain to change. The release of BDN also helps to connect two neurons together, thus enhancing learning. However, chronic stress can have the opposite effect. Stress and learning have several parameters that need to be considered: intensity, relatedness, timing, duration, and mindset. Relatedness is related to learning because if the stress is related, it will have a beneficial effect. Timing is also related to stress because it induces the process of plasticity, which helps to build new neural networks. Duration is also associated with stress because too much stress will lead to dysfunctional activities. Intensity is also an important parameter because too long of stress will have negative effects on learning. Aridly conducted a study in which he offered participants three different levels of monetary reward. The results showed that those who received a high reward had worse performance as the level of stress became too high. If stress were considered a natural part of life, then coping skills would be developed. The Harvard Business School is one of the best business schools in the world. One of its pillars is its student discussion. The school encourages students to discuss cases in small groups before they go into the classroom. The time spent discussing cases is beneficial because it helps students to develop important skills, such as argumentation and the ability to learn from others. Social interaction is also important because it releases dopamine and thus makes learning more enjoyable. The final topic of this section is how to modulate stress in education. It is necessary to have some stress to get students engaged in the material. The teacher should have good communication in written form with students about expectations. Learning comes from within, and it is not enough just to give content. It must be analyzed by the students as to how it will help them. The instructor must also get students to analyze the content. They must have enough time to do this. The course syllabus should be discussed at the beginning and reinforced throughout the course. It should be explained that the course tasks are designed to help students learn. Students should be given the option to contact the teacher if they are overwhelmed. Social and peer support is an important tool for instructors to use. They should get students connected as soon in the program as possible. They can also use ice breakers to get everyone to know each other. Finally, they can use social media as an additional tool for enhancing social interaction.
·Chapter 6 begins with a discussion of the two main methods of teaching used in the United States: the teacher-central method and the student-central method. The teacher-centric method is the traditional method used in most classrooms, in which a teacher stands in front of a class and delivers a lecture for about an hour. This method is not very effective because it does not allow students to reflect on the information being presented, to apply it to their lives, or to test their knowledge. The student-centered method, on the other hand is very effective, because it allows students to interact with each other and with the instructor, to ask questions, to reflect, and to learn in a way that is most beneficial to them. The first step in making the switch from the teacher centered to the student-centered method is to convince students and teachers of the advantages of this new method.
·Chapter 7, the narrator discusses the challenges and opportunities of running an effective and successful online learning program, drawing on his own experience running an online course in clinical research methods for his colleagues at the University of So Paulo in Brazil. He discusses some of the main advantages and disadvantages of online learning, focusing on keeping students engaged, costs, and motivation. He concludes by advising readers to consider running a successful program only if the program is well-designed and well-maintained.
·Chapter 8, The narrator begins this chapter by asking if we really need another chapter on thinking, since we already do this all the time in class. The answer is yes, but only if the thinking isn't being exercised. The problem is that most teachers don't give students enough time to think about what they're learning. If they do, though, students will be better prepared for the real world and will be more likely to remember what they learn. The solution is to give students more time to reflect on what they are learning. The implication is that if students arent engaged in critical thinking, they won't be engaged in their learning. Students must understand that they need to think critically about the material being taught. Students also need to understand that there is no such thing as a one-size-fits-all solution to learning. There are different ways to learn and different levels of learning. Some people learn quickly and easily, while others need to reflect and think more deeply. Brain research has shown that there are two different kinds of thinking: fast thinking and slow thinking. Fast thinking is automatic and unconscious, while slow thinking is conscious and involves reflection. The important thing to understand here is that critical thinking involves using both kinds of thought. In other words, students need to use both their automatic, unconscious thinking as well as their more reflective, conscious thinking when learning new things. Brain science has also shown that when we use both kinds, our brains form new connections and thus become more powerful. The next question is, "How can critical thinking be enhanced in educational programs?" Brain science also tells us that when critical thinking is enhanced, learning is long-lasting because the connections are made between the new information and previous learning. Brain scientists have proposed two different systems for thinking: System 1, which is fast and automatic, and System 2, which is slow and reflective. Brain researchers have found that when students use both systems, they are better able to remember and use information in the future. Brain scientist Daniel Kahnemann has proposed a model of thinking that divides thinking into two systems: System 1 is automatic, fast, and unconscious; System 2 is conscious, slow, and reflection. When students use critical thinking to learn new things, their brains are rewired so that they can use both types of thinking in the same learning process. Brain psychologists have also found that people tend to use one system more often than the other. For example, when we are driving, we use System 1 to process the information we see around us. But when we need to decide about something important, we usually use System 2. When we learn new information, we should use System 2 more often. Brain studies have also shown us that we use different parts of the brain for different types of processing. When we use our System 2 to analyze and think about something, we are using a larger part of our brain, which is better suited to long-term memory. Brain surgeons use a large part of their brain to operate, but they still use their System 1 when they are performing simple, routine tasks. Brain surgery is a good example of a task that uses both systems. When the brain is rewiring itself, it can be used for both simple, automatic tasks and more complex, reflective tasks. The brain uses a wider neural network to process information, so it can store information in a more widespread area. Brain scans have shown that people use different areas of the Brain when they use System 1, but they use the same areas when they do System 2. Brain scan studies have shown us how important it is for us to make new associations with new information. Brain scanners are great at storing information, but we need more than just a single brain to use them effectively. Brain scanning is great for storing and retrieving information. But it's not the only way to learn. Brain imaging also shows us that people can learn from memory alone, but that they will forget information quickly if they don1t use their other brain systems to analyze it and make new connections with it. Brain-based learning, on the other hand, uses both Systems 1 and 2. Brain scanner studies show us that the brain uses different areas to process different kinds information. When you use your System 1 for memorizing information, you are using only a small part of your brain. When your brain uses System 2, it is using the whole brain. Brain Imaging shows us how the brain can store and retrieve information more easily. Brain Snack: Brain Imaging is like a giant map of the human brain. It shows us where all the important parts of our body are located. It also shows how our brain is connected to other brains in the body. Brain Brain Scan Scan shows us the location of our favorite condiment in our kitchen. It is stored in the cabinet that isn1t opened very often, but when we go into the kitchen,
·Chapter 9 is a bit of a departure from the previous chapters in that it focuses on assessing and evaluating students. In the past, teachers would end a course by giving an exam. If students did well on the exam, it meant that they learned; if they did not do so well, they didn't learn. If most students did do well, then the teacher did a good job. This is not the best way to assess and evaluate students, because it doesn't take into account students' prior knowledge and experiences. It's also not the most effective way to measure learning, because learning can be measured in many different ways. Learning can also be measured by the acquisition of factual knowledge, information, or skills. If you're interested in measuring deep learning, though, then you'll need to use more sophisticated tools, like fMRI or EEG. The point is that if you want to assess deep learning in students, you need to assess the process of learning, not the product of learning. There are many different types of assessment, and they can be used alone or in combination with one another. Some of the most common assessment methods are exams, self-evaluation, peer assessment, group assessment, real-life scenario, and gradating. Grading is an important part of the educational process, but it can have negative effects if it's not used correctly. One problem is that students place a high priority on getting good grades, rather than learning. This means that teachers need to make sure that they're using grading to assess participation and not just learning outcomes. Another problem with using a grade as a measure of learning is that it can lead to stress and burnout. One solution to this problem is to use class distribution as the basis for gradation, instead of an absolute value.
·The narrator concludes the book by stating that the goal of the book is to challenge the current practices of teaching. Learning is a natural skill and should be enjoyable. Learning should not be about memorizing material to do well on an exam. Learning improves someone's ability to contribute to society. He admits that he was skeptical of many of the ideas presented in this book when he first read it several years ago, but he now realizes that it is difficult to change our habits. He recommends that teachers reflect on how much time their students spend listening to them in class and at home. If most of the time is spent listening, then the learning is superficial. If the students are thinking about the material they are learning, then they are deepening their learning. To support your decision to change your teaching methods, you should look for evidence-based practices in the field. There are many databases that you can use to search for evidence, such as Pubmed and ERIC. If you do not want to be involved in research, you can still use these databases to find evidence that supports your current teaching methods. For example, you may decide to reduce the amount of time you spend presenting PowerPoint slides. You can search for articles that support this decision and find evidence supporting the use of active learning and question-based learning. These articles will help you to change the way you teach and to improve the learning outcomes for your students.
Description:
· This book is a collection of papers presented at a conference held at Harvard Medical School in Boston, Massachusetts, in March of 2019. The papers deal with various aspects of learning and teaching. The author, a professor of physical medicine and rehabilitation, believes that education is the "most powerful weapon" that can be used to "change the world." He dedicates this book to all the teachers in the world, especially to his wife, who has been a superb teacher to his son, and to his father, who inspired him to learn the "art of teaching."
· In this book he argues that there is no magic pill for learning and that we need to rethink the way we educate students. He draws on his own experience as a teacher and his research on learning and memory to argue that traditional approaches to education do not take advantage of students' natural abilities to learn. He contends that students are bored with traditional education because they have been taught to expect only one outcome from a course--to get a good grade. He believes that teachers need to change their approaches to teaching to engage students and to make learning more meaningful and enjoyable.
· Chapter 1, the focus shifts from understanding how the brain learns to understanding how to teach better using the brain's learning process. The narrator argues that understanding how we learned will help us to develop more effective teaching methods. He argues for a more student-centered approach to learning, which focuses on the student's ability to connect new information with what the student already knows. He uses the example of a student learning the difference between A and B. If the teacher only provides content that defines A equal to B, the student will only remember that A is equivalent to B when she is asked to define it on an exam. However, if the teacher encourages the students to connect A to B and C to D to E to F to G to H, the students will be able remember much more than just that A equals B. The teacher can guide the process but cannot force it. The student is responsible for firing the neurons that connect these new connections. How can the teacher improve the connectivity between neurons? The teacher needs to find ways to engage the students in conversation, group work, and other learning activities that will engage their brains and improve their ability to make connections between new information and what they already know.
· Chapter 2 begins with a discussion of how to engage the attention system to encode new information. The narrator explains that the stimulus to our brains must be presented in a certain way for it to be absorbed. He uses the example of a teacher teaching about the cell membrane. In scenario 1, the teacher shows a cell and then blows a needle into it, causing candy bars to fall out. In scenarios 2 and 3, the teacher changes the tone of the teacher's voice, moves around the room, and shows students contrasting pictures instead of lots of words. This technique is called "bottom-up" modulation. The teacher still has control over the content of what he or she is teaching, but the student's attention system is engaged by the instructor's conscious decision to modulate it. The instructor can use this system to engage his or her students in the classroom by priming them to pay attention to the information being presented. He or she can tell the students why the information is important for them, and this will help them pay attention. The more the teacher can turn off the distractions in class, the better. Then the teacher uses stories to engage students' emotional system, which is another powerful way to engage their attention system. The duration of attention in the class also plays a role, as does the cognitive load of the students, as discussed in Chapter 1.
· Chapter 3, the narrator explains that students often forget what they learn in class. This is because their memory system isn't a binary system, like a hard drive on a computer; instead, it's a dynamic system that changes over time. Memory can be modified by new learning, but not by false memories, which are memories that are gradually changed by real experiences. Memory is a process, not a thing. Learning is acquiring new skills or knowledge, but memory is the process of retrieving that knowledge. Long-lasting learning is the ability to learn new things over a long period of time. To improve memory and learning, the brain must have two things: 1) Activate the area of the brain associated with memory formation in separate occasions, and 2) Retrieve that information. Learning without being aware of learning, or implicit learning, is learning without conscious awareness. Learning can be enhanced by manipulating sensory input, using gestures, and getting enough sleep. Modifications of Memories Memory is constantly modified, which is advantageous because it allows us to improve our learning by changing certain things that might not have been entirely correct or even superficial. One of the biggest challenges in education is creating long-lasting connections between learning and real-world experiences. The goal is to learn not just that A is the same as B, but that A also means B, because C and D are similar to E and F, and so on. Learning and memory are about relationships. If you learn something that's totally disconnected from your real world, you'll likely forget it. The key is to make connections between what you're learning and what you know already. The teacher's role is to provoke students to think about the material and to make more connections between the new information and what they already know. The second important issue is memory consolidation, or the process by which the brain strengthens the connections between memories. Brain health is also important for memory, and there are several things that can be done to improve it: sleep, diet, exercise. Most students will agree that sleep is important, but few will say that exercise is important. The most important thing to remember is that exercise increases the synthesis and activity of BDNF, a neurotrophic molecule that is critical for learning and memory.
· Chapter4, the narrator begins this chapter by stating that the purpose of this book will be to explain how to use motivation to improve learning. He then goes on to explain the two main types of motivation: extrinsic and intrinsic. Extrinsic refers to external rewards or punishments, such as grades. In contrast, intrinsic motivation comes from within the person. It is the desire to learn something for internal reasons, not external ones. To understand intrinsic motivation, it is important to first understand the three main components of intrinsic motivation: Autonomy, Mastery, and Purpose. Autonomous motivation is the ability to control the process of learning; mastery is the feeling of accomplishment that we get when we learn a new skill; and purpose is the reason why we are learning the skill in the first place. When students are provided with these three elements, they will be more likely to learn. In addition, when students are intrinsically motivated, they are also more prone to achieve a state of flow, which is a high level of engagement with a task that lasts for a long time without being conscious of how long it has been. In educational settings, teachers can use both intrinsic and external motivation to increase student engagement and learning.
· Chapter 5 begins with a discussion of stress and the social climate in learning. The narrator argues that learning occurs in a relaxed state is not necessarily detrimental to our performance. In some cases, stress can be beneficial. He discusses the inverted U curve for stress, which shows that a little bit of stress is beneficial but too much can be detrimental to learning. He then discusses how to use low stress and social interactions in education as a tool for learning. In Chapter 6, the naive reader will be able to see that our brains do not respond to stress as we would want them to. The brain responds to stress in essentially the same way it responds when faced with threatening situations. The fight or flight response is triggered by the recognition of a threat. This initial response is followed by the release of noradrenalin, a hormone that improves attention and releases an important neurotrophic factor, brain-derived nerve trophic factor. Brain-derived nervous system factor, or BDN, is a protein that helps to promote neuroplasticity, or the ability of the brain to change. The release of BDN also helps to connect two neurons together, thus enhancing learning. However, chronic stress can have the opposite effect. Stress and learning have several parameters that need to be considered: intensity, relatedness, timing, duration, and mindset. Relatedness is related to learning because if the stress is related, it will have a beneficial effect. Timing is also related to stress because it induces the process of plasticity, which helps to build new neural networks. Duration is also associated with stress because too much stress will lead to dysfunctional activities. Intensity is also an important parameter because too long of stress will have negative effects on learning. Aridly conducted a study in which he offered participants three different levels of monetary reward. The results showed that those who received a high reward had worse performance as the level of stress became too high. If stress were considered a natural part of life, then coping skills would be developed. The Harvard Business School is one of the best business schools in the world. One of its pillars is its student discussion. The school encourages students to discuss cases in small groups before they go into the classroom. The time spent discussing cases is beneficial because it helps students to develop important skills, such as argumentation and the ability to learn from others. Social interaction is also important because it releases dopamine and thus makes learning more enjoyable. The final topic of this section is how to modulate stress in education. It is necessary to have some stress to get students engaged in the material. The teacher should have good communication in written form with students about expectations. Learning comes from within, and it is not enough just to give content. It must be analyzed by the students as to how it will help them. The instructor must also get students to analyze the content. They must have enough time to do this. The course syllabus should be discussed at the beginning and reinforced throughout the course. It should be explained that the course tasks are designed to help students learn. Students should be given the option to contact the teacher if they are overwhelmed. Social and peer support is an important tool for instructors to use. They should get students connected as soon in the program as possible. They can also use ice breakers to get everyone to know each other. Finally, they can use social media as an additional tool for enhancing social interaction.
· Chapter 6 begins with a discussion of the two main methods of teaching used in the United States: the teacher-central method and the student-central method. The teacher-centric method is the traditional method used in most classrooms, in which a teacher stands in front of a class and delivers a lecture for about an hour. This method is not very effective because it does not allow students to reflect on the information being presented, to apply it to their lives, or to test their knowledge. The student-centered method, on the other hand is very effective, because it allows students to interact with each other and with the instructor, to ask questions, to reflect, and to learn in a way that is most beneficial to them. The first step in making the switch from the teacher centered to the student-centered method is to convince students and teachers of the advantages of this new method.
· Chapter 7, the narrator discusses the challenges and opportunities of running an effective and successful online learning program, drawing on his own experience running an online course in clinical research methods for his colleagues at the University of So Paulo in Brazil. He discusses some of the main advantages and disadvantages of online learning, focusing on keeping students engaged, costs, and motivation. He concludes by advising readers to consider running a successful program only if the program is well-designed and well-maintained.
· Chapter 8, The narrator begins this chapter by asking if we really need another chapter on thinking, since we already do this all the time in class. The answer is yes, but only if the thinking isn't being exercised. The problem is that most teachers don't give students enough time to think about what they're learning. If they do, though, students will be better prepared for the real world and will be more likely to remember what they learn. The solution is to give students more time to reflect on what they are learning. The implication is that if students arent engaged in critical thinking, they won't be engaged in their learning. Students must understand that they need to think critically about the material being taught. Students also need to understand that there is no such thing as a one-size-fits-all solution to learning. There are different ways to learn and different levels of learning. Some people learn quickly and easily, while others need to reflect and think more deeply. Brain research has shown that there are two different kinds of thinking: fast thinking and slow thinking. Fast thinking is automatic and unconscious, while slow thinking is conscious and involves reflection. The important thing to understand here is that critical thinking involves using both kinds of thought. In other words, students need to use both their automatic, unconscious thinking as well as their more reflective, conscious thinking when learning new things. Brain science has also shown that when we use both kinds, our brains form new connections and thus become more powerful. The next question is, "How can critical thinking be enhanced in educational programs?" Brain science also tells us that when critical thinking is enhanced, learning is long-lasting because the connections are made between the new information and previous learning. Brain scientists have proposed two different systems for thinking: System 1, which is fast and automatic, and System 2, which is slow and reflective. Brain researchers have found that when students use both systems, they are better able to remember and use information in the future. Brain scientist Daniel Kahnemann has proposed a model of thinking that divides thinking into two systems: System 1 is automatic, fast, and unconscious; System 2 is conscious, slow, and reflection. When students use critical thinking to learn new things, their brains are rewired so that they can use both types of thinking in the same learning process. Brain psychologists have also found that people tend to use one system more often than the other. For example, when we are driving, we use System 1 to process the information we see around us. But when we need to decide about something important, we usually use System 2. When we learn new information, we should use System 2 more often. Brain studies have also shown us that we use different parts of the brain for different types of processing. When we use our System 2 to analyze and think about something, we are using a larger part of our brain, which is better suited to long-term memory. Brain surgeons use a large part of their brain to operate, but they still use their System 1 when they are performing simple, routine tasks. Brain surgery is a good example of a task that uses both systems. When the brain is rewiring itself, it can be used for both simple, automatic tasks and more complex, reflective tasks. The brain uses a wider neural network to process information, so it can store information in a more widespread area. Brain scans have shown that people use different areas of the Brain when they use System 1, but they use the same areas when they do System 2. Brain scan studies have shown us how important it is for us to make new associations with new information. Brain scanners are great at storing information, but we need more than just a single brain to use them effectively. Brain scanning is great for storing and retrieving information. But it's not the only way to learn. Brain imaging also shows us that people can learn from memory alone, but that they will forget information quickly if they don1t use their other brain systems to analyze it and make new connections with it. Brain-based learning, on the other hand, uses both Systems 1 and 2. Brain scanner studies show us that the brain uses different areas to process different kinds information. When you use your System 1 for memorizing information, you are using only a small part of your brain. When your brain uses System 2, it is using the whole brain. Brain Imaging shows us how the brain can store and retrieve information more easily. Brain Snack: Brain Imaging is like a giant map of the human brain. It shows us where all the important parts of our body are located. It also shows how our brain is connected to other brains in the body. Brain Brain Scan Scan shows us the location of our favorite condiment in our kitchen. It is stored in the cabinet that isn1t opened very often, but when we go into the kitchen,
· Chapter 9 is a bit of a departure from the previous chapters in that it focuses on assessing and evaluating students. In the past, teachers would end a course by giving an exam. If students did well on the exam, it meant that they learned; if they did not do so well, they didn't learn. If most students did do well, then the teacher did a good job. This is not the best way to assess and evaluate students, because it doesn't take into account students' prior knowledge and experiences. It's also not the most effective way to measure learning, because learning can be measured in many different ways. Learning can also be measured by the acquisition of factual knowledge, information, or skills. If you're interested in measuring deep learning, though, then you'll need to use more sophisticated tools, like fMRI or EEG. The point is that if you want to assess deep learning in students, you need to assess the process of learning, not the product of learning. There are many different types of assessment, and they can be used alone or in combination with one another. Some of the most common assessment methods are exams, self-evaluation, peer assessment, group assessment, real-life scenario, and gradating. Grading is an important part of the educational process, but it can have negative effects if it's not used correctly. One problem is that students place a high priority on getting good grades, rather than learning. This means that teachers need to make sure that they're using grading to assess participation and not just learning outcomes. Another problem with using a grade as a measure of learning is that it can lead to stress and burnout. One solution to this problem is to use class distribution as the basis for gradation, instead of an absolute value.
· The narrator concludes the book by stating that the goal of the book is to challenge the current practices of teaching. Learning is a natural skill and should be enjoyable. Learning should not be about memorizing material to do well on an exam. Learning improves someone's ability to contribute to society. He admits that he was skeptical of many of the ideas presented in this book when he first read it several years ago, but he now realizes that it is difficult to change our habits. He recommends that teachers reflect on how much time their students spend listening to them in class and at home. If most of the time is spent listening, then the learning is superficial. If the students are thinking about the material they are learning, then they are deepening their learning. To support your decision to change your teaching methods, you should look for evidence-based practices in the field. There are many databases that you can use to search for evidence, such as Pubmed and ERIC. If you do not want to be involved in research, you can still use these databases to find evidence that supports your current teaching methods. For example, you may decide to reduce the amount of time you spend presenting PowerPoint slides. You can search for articles that support this decision and find evidence supporting the use of active learning and question-based learning. These articles will help you to change the way you teach and to improve the learning outcomes for your students.