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Neuroscience & the Classroom: Making Connections

Professional Development > Neuroscience & the Classroom: Making Connections > 6. Implications For Schools > 6.1 Emotional Connections in Math and Science

Education

K-2, 3-5, 6-8, 9-12, College/Adult

Emotional Connections in Math and Science

Gary Scott, a neuroscientist at the University of Southern California, returns to the classroom as a researcher, seeking scientific evidence for how effective learning occurs.

Dr. Gary Scott, assistant professor of clinical education in USC’s Rossier School of Education, taught high school and middle school math and science. He discusses how neuroscience will provide scientific evidence for how effective learning occurs, and makes the case for researchers and teachers to work together to develop teaching methods that foster meaningful emotional connections to math and science.

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Neuroscience & the Classroom: Making Connections

Credits

Produced by Science Media Group at the Harvard-Smithsonian Center for Astrophysics in association with the Mind, Brain, and Education program at the Harvard GSE; and the Brain and Creativity Institute and Rossier SOE at the University of Southern California. 2012. 
  • Closed Captioning
  • ISBN: 1-57680-894-7

Sections

6.1 Emotional Connections in Math and Science

Gary Scott, a neuroscientist at the University of Southern California, returns to the classroom as a researcher, seeking scientific evidence for how effective learning occurs.

6.2 Engaging Native Alaskan Students

Alaska Native teachers work together to improve student outcomes by supporting each other to implement a culturally-relevant curriculum.

6.3 Technology for Every Student?

Interview with researcher Todd Rose about digital technology and Universal Design at the Center for Applied Special Technology (CAST).

6.4 The Montessori Approach

A visit to a public Montessori school to see how a multisensory approach to learning is supported by neuroscience research.

6.5 Montessori and Dynamic Skill Theory

Even though it predates modern neuroscience, the Montessori classroom structure demonstrates Kurt Fischer's Dynamic Skill Theory in action.

6.6 Perspective Shifting in Math

Middle school math students develop and present many different approaches to a single set of concepts, creating the potential for greater understanding.

6.7 Students Think for Themselves

LaNelle Harvey teaches in a part of Los Angeles where the dropout rate for high school students reaches 70%. She describes how learning about neuroscience has changed her classroom.

Course Guide: Unit 6: Implications For Schools

Course Guide

Units

Unit 0 Introduction: The Art and Science of Teaching

The introduction lays out the goals of the course, defines a partnership between teachers and scientists, and suggests a method that teachers can use to apply research to classroom challenges.

unit 1 Different Brains

We all have different brains, different profiles of cognitive strengths and weaknesses that affect how we perceive and solve problems. Two dramatic success stories of boys missing half their brain provide insight into how all of us learn and suggest new ways to think about teaching.

unit 2 The Unity of Emotion, Thinking, and Learning

Emotion, thinking and learning are inseparable. Emotion is the rudder for thought and the key to memory. This unit explores the purposes of emotions by answering the questions, what is emotion, and why do we have it? The unit provides insight into motivation and the role of intuition in problem-solving.

unit 3 Seeing Others from the Self

We understand the goals of others by simulating their actions on our own neural systems. This unit looks at mirror neurons, empathy, and the social nature of learning. It also discusses the need to align teacher and student goals in the classroom and the importance of reflection, or inner-directed attention, in developing meaning and motivation.

unit 4 Different Learners, Different Minds

This unit challenges us to reconsider labels like "normal" and "disabled" by looking at the important connection between individual strengths and weaknesses and the context in which we must solve problems. Weakness in one context can be strength in another.

unit 5 Building New Neural Networks

Building new understandings or skills means building and rebuilding new neural networks. How that process occurs is the focus of this unit, which emphasizes the crucial link between performance and context and suggests that the traditional notion of learning as a linear development of isolated skills is misleading.

unit 6 Implications For Schools

This unit examines what some teachers have done to transform research principles into specific lessons and practices to improve student learning. Rather than suggesting that these illustrations are universally applicable to any school, the unit challenges educators to experiment by creating answers to their own questions.

unit 7 Conclusion: A Community of Educators

This unit discusses the Mind, Brain, and Education (MBE) movement that brings researchers and educators together so that research informs education and so that teachers' actual experiences in classrooms inform research. It explores the attitudes and conditions that create productive partnerships for meaningful change to occur.

Complete Course Guide Neuroscience & the Classroom: Making Connections

Complete Course Guide

Course Overview Neuroscience & the Classroom: Making Connections

Course Overview

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