Brain-based teaching :) in the digital age by Marilee Sprenger

By Marilee Sprenger

Covers how electronic expertise is basically altering scholars' brains. study why this creates new stumbling blocks for lecturers, but in addition opens up strength new pathways for learning.

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Information must make sense to the brain or it will be dropped. In fact, 99 percent of incoming information is dropped. Given the quantity of messages bombarding the brain, anything that is not familiar, does not make sense, or is not associated with survival may be quickly disposed of. Daniel Pink (2005) believes that the current era calls for a way of thinking that he calls “high concept,” which includes the capacity to detect patterns and create something new. The only way to detect patterns is to have them stored in the brain.

Giving students choices is another useful approach. ” Is it necessary for all students to use the same data? One 7th grade teacher gave students choices related to the following inquiries that required collecting, organizing, and analyzing data: Do Brain-Based Principles Apply in the Digital Age? 33 • Will there be a white Christmas? • How many M&Ms of each color are found in a bag? • What is the drink of choice among students in your grade? ” The teachers have been talking about it for weeks. The students have been pretested and retested.

Chunking is a lot like filing. You want to open only one “file” at a time, so that you can stay focused and “file” the information easily. This process will save time, and it will also help your students understand better and remember more effectively. Do Brain-Based Principles Apply in the Digital Age? 31 The Brain Searches for Meaning Just as the brain seeks patterns, it also searches for meaning, especially personal meaning. What is meaningful to our students may be very different from what is meaningful to us.

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