~e; economics of EM learning

[bc <human@electronetwork.org>]

[well, for brain-twisters, this was a surprise. was following
up with a show on globalization that portrays economist Hayek
and came upon the first link to neuroscience (EM). then, on an
educational list, the issue of 'brain-based learning' arose, of
which i knew/know nothing about. it is not the specific content
per se, but the idea that EM is integrated into different .edu
disciplines. in art, in economics, in medicine, and that these
in turn are influencing one another, such as with brain-imaging
and brain-based learning. the MRI-machine becomes a learning-tool
(and also, a question about this, as with genetic research and
its ability to accurately portray what is going on, with maps
of the current era). in any case, everyone knows more than i do
about this, and send it on as an example of how EM is becoming
a part of traditional discources, embedded, but sometimes in-
itself, a model for a new way of perceiving old questions anew.]


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Quotes on Friedrich Hayek & Neuroscience 

http://www.hayekcenter.org/friedrichhayek/qs-neuro.html

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definition of:

 brain-based learning

from: http://www.ascd.org/readingroom/books/mcbrien97book.html#b

Approaches to schooling that rely on recent brain research to support and
develop improved teaching strategies. Researchers theorize that the human brain
is constantly searching for meaning and seeking patterns and connections.
Authentic Learning situations increase the brain's ability to make connections
and retain new information.

Teaching strategies that enhance brain-based learning include Manipulatives,
Active Learning, field trips, guest speakers, and real-life projects that allow
students to use many Learning Styles and Multiple Intelligences. An
Interdisciplinary Curriculum or integrated learning also reinforces brain-based
learning, because the brain can better make connections when material is
presented in an integrated way, rather than as isolated bits of information.

A relaxed, nonthreatening environment that removes students' fear of failure is
considered best for brain-based learning. Research also documents brain
plasticity, which is the notion that the brain grows and adapts in response to
external stimuli.


Resources:


A Celebration of Neurons: An Educator's Guide to the Human Brain, by R.
Sylwester. Available from ASCD, 1250 N. Pitt St., Alexandria, VA 22314-1453,
tel. 703/549-9110, or 800/933-2723. Internet: http://www.ascd.org

Translating Brain Research into Classroom Practice, presented by P. Wolfe.
Audiotape. Available from ASCD, 1250 N. Pitt St., Alexandria, VA 22314-1453,
tel. 703/549-9110, or 800/933-2723. Internet: http://www.ascd.org


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Unleashing the Power of Perceptual Change: 
The Potential of Brain-Based Teaching

by Renate Nummela Caine and Geoffrey Caine

*   Preface 
*   1. The Clash of Two Worlds 
*   2. The Changing Face of Reality 
*   3. Implementing Our Theory of Brain-Based Learning 
*   4. Approaches to Instruction 
*   5. Investigating the Foundations of the Instructional Approaches 
*   6. From Power over Others to Self-Efficacy Grounded in Authenticity 
*   7. Expanded Cognitive Horizons 
*   8. Self-Reference and Process 
*   9. From Control to Building Relationships That Facilitate Self-Organization 
*   10. The Perceptual Orientations and Instructional Approaches in Action 
*   11. Developing Brain-Based Teachers 
*   A Closing Word 
*   Bibliography 
*   Index 
*   About the Authors 

http://www.ascd.org/readingroom/books/caine97unleashtoc.html


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also see website of one of the authors:


brain/mind learning 

principles wheel, and expanded wheel

http://www.cainelearning.com/pwheel/


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A Celebration of Neurons: 
An Educator's Guide to the Human Brain
 
by Robert Sylwester

*   Foreword 
>   Preface 
>   1. At the Edge of a Major Transformation 
*   2. How Our Brain Organizes Itself on the Cellular and Systems Levels 
*   3. How Our Brain Interacts with the Outside Environment 
*   4. How Our Brain Determines What's Important 
*   5. How Our Brain Learns, Remembers, and Forgets 
*   6. How Our Brain Solves Problems 
>   7. How Our Brain Adapts Itself to Its Environment 
*   Notes 
*   Bibliography 
*   Appendix A: Neurotransmitter Systems and Related Drug Actions 
*   Appendix B: A Brief Functional Explanation of Neural Transmission 
*   Index 
>   About the Author 

"The current brain-imaging technology focuses on three elements of the
organization and operation of our brain: (1) the chemical composition of cells
and neurotransmitters, (2) the electrical transmission of information along
neuronal fibers and the magnetic fields that brain activity generates, and (3)
the distribution of blood through the brain as it replenishes energy used in
electrochemical activity." (ch.7)

http://www.ascd.org/readingroom/books/sylwester95toc.html


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Brain Matters

Translating Research into Classroom Practice
by Patricia Wolfe


>*  Preface and Acknowledgments
>*  Part I: The Structure and Function of the Human Brain
>1. Opening the Black Box of the Brain
2. Brain Anatomy‹A Short Course: Neurons and Subcortical Structures
3. Brain Anatomy‹A Short Course: The Cortex
4. How Neurons Communicate
*   Part II. From Sensory Input to Information Storage
5. Sensory Memory: Getting Information to the Brain
6. Working Memory: The Conscious Processing of Information
>7. Long-Term Memory: The Brain's Storage System
*   Part III: Matching Instruction to How the Brain Learns Best
8. Making Curriculum Meaningful Through Problems, Projects, and Simulations
9. Using the Visual and Auditory Senses to Enhance Learning
10. A Toolkit of Brain-Compatible Strategies
*   Glossary
*   References and Bibliography
*   Index
>*  About the Author

"Interpreting Brain Imaging for Educational Purposes

Will the day come when educators will have ready access to brain-imaging
machines to assist them in diagnosing reading or attention problems? It may not
be too outrageous to think so. But until that happens, our best bet is to
educate ourselves about how these various methodologies work and to understand
what they can and cannot do for us. Rarely does neuroscience prove that a
particular classroom strategy works, but the information coming from the
neurosciences certainly can provide a more informed basis for the decisions we
make in our schools and classrooms.

For example, PET scans of a reader show that much more frontal lobe activity
occurs when the subject reads silently than when he or she is reading aloud to
others. Activity in the frontal lobes often indicates higher-level thinking. On
the other hand, the scan of the student reading aloud glows brightly in the
motor area of the brain that governs speech, while showing little activity
elsewhere. One way to interpret these scans is that there is more comprehension
of what is being read when one reads silently. Do these scans prove that
students should never read aloud? Of course they don't. Armed with this
information, however, teachers are able to make more informed decisions about
how to balance silent and oral reading to obtain both diagnostic information on
decoding problems and how to enhance comprehension of what is being read."
(ch.1)

http://www.ascd.org/readingroom/books/wolfe01toc.html

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