Neuroscience and the Classroom: Making Connections
Top Teaching Issues
Top Teaching Issues Covered in This Course
- Why take this course? (Intro, Section 1)
- How do my ideas about how the brain works affect my teaching? (Unit 1, Section 2)
- Why don't more of my students understand the approach to problem-solving that I am teaching them? (Unit 1, Section 4)
- What is emotion, and why do we have it? (Unit 2, Section 1)
- Why is emotion important to good thinking, and how does it help students solve problems? (Unit 2, Section 4)
- What is the connection between emotion and motivation? (Unit 2, Section 6)
- Why is empathy important to learning and teaching? (Unit 3, Section 3)
- Why is time for reflection so important? (Unit 3, Section 5)
- How can we create more learner-friendly schools? (Unit 3, Section 6)
- What is normal? Who is normal? (Unit 4, Section 2)
- Why can't I get these kids to pay attention? (Unit 4, Section 3)
- How are attention, memory and learning connected? (Unit 4, Section 4)
- Don't those with attention problems struggle with all learning? (Unit 4, Section 6)
- Why do I have to keep teaching the same things over and over? (Unit 5, Section 1)
- What's the difference between teaching and learning? (Unit 5, Section 2)
- How can they understand an idea in class and fail the test? (Unit 5, Section 3)
- How can I get students to do their best? (Unit 5, Section 4)
- Why is the ladder a poor metaphor for learning? (Unit 5, Section 5)
- How do students build new skills and understandings? (Unit 5, Section 6)
- What is failure? (Unit 5, Section 7)
- What is a teacher's job? (Unit 5, Section 7)
- How do I begin to bring some of these ideas from research into my school? (Unit 6, Section 7)
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