The New Science of Teaching and Learning

by Tokuhama-Espinosa, Tracey

• ISBN13: 9780807750346
• ISBN10: 0807750344
• Format: Hardcover
• Copyright: 2009-12-25
• Publisher: Teachers College Pr

Summary

This book offers a definitive, scientifically grounded guide for better teaching and learning practices. Drawing from thousands of documents and the opinions of recognized experts worldwide, it explains in straight talk the new Mind, Brain, and Education

Table of Contents

Foreword	p. xi
Preface	p. xiii
Acknowledgments	p. xvii
Introduction	p. 1
Why Mind, Brain, and Education Science Is Better Than "Brain-Based Learnin"	p. 2
My Accompanying Biases	p. 4
What This Book Will Offer	p. 4
The Scientifically Substantiated Art of Teaching
The Case for Neuroscience in the Art of Teaching	p. 9
Why Psychology + Neuroscience + Education = MBE Science	p. 10
It Is Not Enough to Know How We Learn, We Must Know How to Teach	p. 11
Establishing MBE Science	p. 12
Why Teaching and Learning Have Changed and What Teachers Need to Know	p. 13
Arguments for and Against Uniting Education, Psychology, and Neuroscience	p. 14
The Basic Premise of MBE Science: Teaching and Diagnosing learning Problems Is Not Easy	p. 16
Three Theoretical and Conceptual Views in MBE Science-Bringing the Perspectives Together	p. 16
The MBE Science Saga	p. 19
Using What We Know as Fact	p. 23
Truths and Neuromyths in MBE Science	p. 24
What Is Well-Established	p. 27
Considering What to Do with What Is Probably True	p. 34
Emotions and Their Impact on Teaching and Learning	p. 34
The Learning Organism	p. 39
Spcies-Related Processes	p. 41
Education and Teaching Processes	p. 47
The Backbone of Scientifically Based Teaching	p. 52
Evaluating the Usage of What Is Still Just Intelligent Speculation	p. 53
Existing Mental Structures	p. 54
Classroom Experiences	p. 59
Modes of Learning	p. 63
Activities, Environments, and Enrichment	p. 67
Physical Versus Functional Workings of the Brain	p. 71
Different Populations	p. 74
Weeding Out Neuromyths and Misunderstandings	p. 77
Myths About and Misinterpretations of Data	p. 77
Misunderstandings About How the Brain Works	p. 79
Myths About Memory and Learning	p. 80
Myths About Brain Processes	p. 81
Folk Myths About the Brain	p. 82
Unsubstantiated Beliefs	p. 84
Myths About Where Learning Takes Place	p. 84
Keeping the Data Honest	p. 85
Appling Mind, Brain, Education Science in the Classroom
Tenets: Applying Knowledge About the Individual Nature of Learning to Classroom Teaching	p. 89
Emotions and Learning	p. 90
The Physical Body and the Learning Brain	p. 94
Individual Approaches to Learning	p. 96
Summary of the Tenets	p. 98
Principles: Applying Universal Concepts About the Brain and Learning to Classroom Teaching	p. 99
Core Beliefs	p. 99
Survival Skills of the Brain	p. 104
Attention and Social Cognition	p. 106
Memory and Learning Processes	p. 109
The Mind Versus the Brain in the Teaching and Learning Process	p. 112
Summary of the Principles	p. 113
Ten Instructional Guidelines in MBE Science	p. 114
Environments	p. 114
Sense, Meaning, and Transfer	p. 116
Different Types of Memory Pathways	p. 117
Attention Spans	p. 118
The Social Nature of Learning	p. 119
The Mind-Body Connection	p. 120
Orchestration and "Midwifing"	p. 121
Active Processes	p. 122
Metacognition and Self-Reflection	p. 122
Learning Throughout the Life Span	p. 123
Summary of the Instructional Guidelines	p. 124
How Do We Distinguish Good Information from Bad in MBE Science?	p. 125
Characteristics of a Critical Thinker	p. 126
The Critical Thinking Process	p. 128
The Role of Reflective Skepticism in Critical Thinking	p. 130
The Stages of Critical Thinking	p. 131
Tools to Judge the Information	p. 132
Summary of the Tools	p. 133
Improving the Field and Moving Forward	p. 135
What Can You Do?	p. 135
Next Steps in the Future of MBE Science	p. 137
Future Development	p. 139
Final Thoughts	p. 140
Glossar	p. 143
Members of the Delphi Panel and Expert Reviewers	p. 151
Exemplary Works in the Field	p. 153
References	p. 167
Index	p. 181
About the Author	p. 190
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