Neuromyths and potential classroom implications: Part 2 – Learning Styles, Fixed Intelligence, Forget about Arts

This is the second part of the 4-post series on how neuroscience can be used in the classroom. If you missed the first blog post, read it here. Let’s get … Continue reading Neuromyths and potential classroom implications: Part 2 – Learning Styles, Fixed Intelligence, Forget about Arts

Neuromyths and potential classroom implications: Part 1 – Not a recipe for success, merely a framework for reflection

It seems that the word of the day in education conferences is the overly repeated term NEUROMYTH. I’m not saying that’s a bad thing at all. As a matter of … Continue reading Neuromyths and potential classroom implications: Part 1 – Not a recipe for success, merely a framework for reflection

Let your students do the hard work! Game design, brain activity, and learning

If we could measure brain activity through the fumes each brain releases into the atmosphere when it’s working, which of the following activities do you think are more costly: Watching … Continue reading Let your students do the hard work! Game design, brain activity, and learning