دانلود کتاب Neuroscience for Teachers: Applying research evidence from brain science

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Cover
Praise
Title Page
Foreword by Baroness Susan Greenfield CBE
Preface
What’s in the book?
Meta-analyses and effect sizes
How we have used references in the text and the way in which we sometimes talk about the brain
Chapter structure and glossary
Contents
List of figures
List of tables
List of Reflections
List of Research Zones
1: Neuroscience in the classroom – principles and practice
Why would you want to know about this?
What is neuroscience?
How does the brain work?
What techniques are used in neuroscience research?
Neuroimaging in humans
Techniques in laboratory animals
Research into mathematics teaching illustrates what neuroscience can bring to education
Maths anxiety
Non-symbolic and symbolic numerical representation
Mental rotation skills
Things that sometimes make collaboration between neuroscientists and teachers difficult
A cautionary tale of what happens when things go wrong
Misinterpretation of experimental results
Distortion of scientific facts, normally through the over-simplification of results
Belief in a previously held scientific hypothesis
Next steps
2: Learning and remembering
Why would you want to know about this?
A neuroscience view of learning and memory
Making connections in the classroom
Paying attention – what does this mean from a neuroscience perspective?
Start with a good headline
Inattentional blindness and suggestions for how to avoid it
Being careful about how we talk about attention to avoid a new neuromyth
Memory processes and structures
Memory processes
Types of storage (consolidation)
The structure of working memory
Sustaining attention and the use of working memory in the classroom – social interaction and effective questioning
Stages in the process of forming a working memory – implications for the classroom
The structure of long-term memory
The role of sleep in consolidating long-term memory
From working memory to long-term memory
Self-referencing
Executive function and recent research into its role in effective learning
Chunking and organising information into categories – how and why it can help
How your lesson structure could improve the potential for remembering
The von Restorff effect
The primacy and recency effect
Association and repetition – not that again (we hear you say)!
Next steps
3: Metacognition
Why would you want to know about this?
Key features of metacognition
Phases of metacognition
Metacognitive planning
Metacognitive monitoring
Metacognitive evaluation
Cognition versus metacognition
Metacognition and ability
How the brain thinks about thinking
The basis of metacognition from a neuroscience perspective
A metacognitive menu
Questions that can be posed at each point of a reading comprehension task
Planning questions
Monitoring questions
Evaluation questions
Other strategies to support metacognition
Next steps
4: Emotions and learning
Why would you want to know about this?
Mood and emotion
Types of emotion
The neuroscience of emotion
Factors affecting mood and emotions
Day of the week and time of day
Sleep
Exercise
Manipulating mood in the classroom
The body under stress
The stress response
Factors affecting the impact of stress
Stress in the learning context
Timing of the stressor
Managing stress in the classroom
Environmental factors
Teacher training
Pupil training
Motivation to learn
What is motivation?
Dopamine: a key neurotransmitter in motivation
Using risk to motivate in the classroom
Next steps
5: The individual in the classroom
Why would you want to know about this?
Individuals and neuroscience
The neuroscience of exceptional performance
General high intelligence and the brain
Research on brain volume
Research using EEG
Research using PET and fMRI
Specific talent and the brain – two areas that have been studied recently
Expert drivers and what studying this has told scientists about ability
The musical brain
Short cuts to talent: smart drugs
The question of nature versus nurture – Part I
The neuroscience of specific disorders – three areas where neuroscience is making a contribution
Attention deficit hyperactivity disorder
Changes in brain structure and function in ADHD
Treatment of ADHD
ADHD in the classroom
Dyslexia
Changes in brain structure and function in dyslexia
Dyslexia interventions
Developmental dyscalculia – a brief note
Autism spectrum disorder
Some of the controversies surrounding autism and the challenges involved in studying it
The brain science associated with autism
Helping children with autism in schools
The question of nature versus nurture – Part II
Grouping by abilities
Next steps
6: The adolescent brain
Why would you want to know about this?
Peer pressure, or ‘Do you realise you don’t have to do everything your friends tell you?!’
The importance of being liked
The neuroscience of peer pressure
Interpreting emotional displays
Puberty as a trigger of changes in the adolescent brain
Decision-making, or ‘Why can’t you think of your future for once?!’
Youthful short-sightedness
Conflicting decisions in the adolescent brain
Risk-taking, or ‘How could you be so reckless?!’
Next steps
7: Surprises from cognitive psychology and neuroscience
Why would you want to know about this?
‘Desirable difficulties’ – what does this mean?
The difference between learning and performance, and why this distinction is so important
Changing the way you teach so you vary the conditions to which your learners’ brains are exposed
Building in time for forgetting by using spaced learning
Testing more often and seeing testing as a learning event, not just a way of measuring outcomes
Multiple-choice tests and how they can help
Connecting the testing effect to learning and remembering
The benefits of more frequent testing: some emerging conclusions
Interleaving the content you teach
Getting the learners to make things up themselves – the generation effect
The worked example effect versus the generation effect
Next steps
8: Concluding remarks
Why would you want to learn more about this?
Different types of research
What is a randomised controlled trial?
What is ‘significance’, and why is it not enough to just do one study?
Where do we go from here? The role that teacher-led research could play in taking the neuroscience evidence forward
Next steps
Glossary
References
About the authors
Kindle Link Page
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