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Research-based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher


reviewed by Clyde Winters ó February 16, 2007

coverTitle: Research-based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher
Author(s): Judy Willis
Publisher: Association for Supervision and Curriculum Development, Alexandria, VA
ISBN: 1416603700 , Pages: 125, Year: 2006
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Controversy surrounds the possible application of neuroscience to student learning. Although educators have found merit implementing brain-based learning in their classrooms (Winters, 2004), most neuroscientists believe that we need more neuroscience research before we can apply neuroscience to teaching (Willingham, 2006). Some researchers believe that brain based learning will have little impact on student academic achievement because it is a fad (Willingham, 2006). These researchers maintain that some teachers have misused the neuroscience research to promote educational ideas that will fail to promote learning in the classroom. They argue that brain-based learning will have little effect on student achievement because it emphasizes 1) instructing students based on the perceived brain dominance of the learner: left (logical and analytical minded) brain learners, versus right (creative and artistic minded) brain learners; 2) schools are designed for girls since girls on average show greater academic achievement than boys (and therefore demand special teaching experiences... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: February 16, 2007
http://www.tcrecord.org ID Number: 13417, Date Accessed: 10/17/2017 12:44:55 PM

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