Programming the Brain: Educational Neuroscience Perspective : Pedagogical Practices and Study Skills

Description

Preface Introduction Part I—Introduction to Neuroscience Facts and Concepts Related to Learning Basic Facts, Structure, and Features of the Human Brain Introduction Human Brain Facts Physical Layers of the Human Brain Brain Lateralisation Brain Cells: Neurones Memory and Related Structures in the Brain Some Other Interesting Brain Features Summary Some Neuroscience Concepts That Explain Learning Processes Introduction Categorisation of Memory Defining Types of Learning Attention Consciousness Metacognition Author Reflections on the Topic and Anecdotes Summary Neuroplasticity, Neurogenesis, and Epigenetics: Their Influence on Learning and Development Introduction Use of the Effects of Neuroplasticity for Purposeful Learning and Development Contributors to the Degree of Neuroplasticity Impact of Unregulated Emotions Such as Stress and Anxiety on Neuroplasticity, and Thereby on Resilience and Well-Being Fundamental Ways of Positively Affecting Neuroplastic Changes Epigenetic Influences on Behaviour Significance of Epigenetics Author Reflections on the Topic and Anecdotes Summary Attention: The Significance of Attention or Paying Attention in Learning and Development Introduction The Significance of Attention or Paying Attention in Learning and Development How Can We Make Use of Attention or the Ability to Pay Attention Effectively? Positive Impacts of Practicing Attention/Focus Regularly and Purposefully Different Types of Attention-Training Practices and Their Common Uses Other Phenomena Related to Attention and Research Findings about Them Positive Physical Changes in the Brain Due to Attention Training/Meditation Foremost Outcomes of Attention Training Author Reflections on the Topic and Anecdotes Summary Self-Awareness Introduction Emotional Self-Awareness Neuroscience Basis of Self-Awareness Significance and Usefulness of Self-Awareness Practices for Developing Self-Awareness Author Reflections on the Topic and Anecdotes Summary Mindfulness Introduction Diverse Perspectives of Describing Mindfulness Positive Implications of Mindfulness Practices for Learning and Development and Overall Well-Being Mindfulness Practices as Part of Our Daily Routines Other Types of Mindfulness Practices Mindfulness as a Difficult Skill and the Need for Regularly Practice for Benefiting Challenges in Introducing and Using Mindfulness Practices in Typical Learning Systems Usefulness of Mindfulness in Leadership Roles and Organisational Change Management Author Reflections on the Topic and Anecdotes Summary Self-Regulation: Attention Regulation (AR), Emotion Regulation (ER), and Cognitive Regulation (CR) Introduction The Significance of Self-Regulation (Conscious Choice Making) Relying on Neuroplasticity for Enhancing Self-Regulation From Attention Regulation to Self-Regulation From Emotion Regulation to Self-Regulation From Cognitive Regulation to Self-Regulation From Mindfulness and Other Meditation Practices to Self-Regulation Relating Self-Regulation (Conscious Choice-Making) to Learning and Development Major Causes Negatively Impacting Self-Regulation Author Reflections on the Topic and Anecdotes Summary Part II—Commonly Used Learning-Related Concepts and Measures from the Viewpoint of Neuroscience Mostly Learning-Related Concepts from the Viewpoint of Educational Neuroscience Introduction Chunking Sense and Meaning Transfer Rehearsal Wait Times Learner Motivation and Attention Developing Understanding on Concepts/Details and Implicit Memories Created Through Incidental Learning Types of Problem-Solving or Decision-Making Differentiating Machines and Human Brains in Regard to Learning Author Reflections on the Topic and Anecdotes Summary Some Learning-Related Measures: Intelligence, Emotions, and Creativity from the Viewpoint of Educational Neuroscience Introduction Intelligence Emotions Creativity Author Reflections of the Topic and Anecdotes Summary Popular Learning Theories from the Viewpoint of Educational Neuroscience Introduction Kolb’s Experiential Learning Cycle Deep, Surface, and Strategic Learning Constructivist Theory of Learning Gifted Learner Characteristics/Overexcitabilities Auditory-Sequential and Visual-Spatial Learning Preferences Bloom’s Taxonomy and Its Applications from the Viewpoint of Educational Neuroscience Author Reflections on the Topic and Anecdotes Summary Part III—Goals of Education Reflecting on the Goals of Education; Taking the Concepts of Educational Neuroscience into Consideration Introduction Producing Better Problem Solvers and Decision Makers as a Goal of Education Pursuing Human Development as a Primary Goal of Education—Dabrowski’s Theory Pursuing Human Development as a Primary Goal of Education—Maslow’s Theory Pursuing Human Development as a Primary Goal of Education—Jung’s Theory Human Development as a Holistic Process as Opposed to a One-Sided One Transferring Explicit Learning to Implicit Memories as a Goal of Education Transferring Implicit Learning to Explicit Memories as a Goal of Education Becoming Fair to All Learners of a Neurodiverse Society or Preserving Equity as a Goal of Education Developing Resilience and Well-Being of Individuals as the Ultimate Goal of Education Author Reflections on the Topic and Anecdotes Summary Social Intelligence: Empathy and Compassion Introduction Significance of Social intelligence Defining the Notions of Empathy The Connection of Self-Awareness to Empathy Defining Compassion and Discerning Its Relationship to Empathy Neuroscientific and Evolutionary Roots of Empathy and Compassion Self-Compassion as the Starting Point of Empathy/Compassion Benefits of Empathy, Compassion, and Related Practices Empathy/Compassion as Trainable Practices Some Inclinations towards and away from Empathy Empathy (Compassion) Fatigue Using the Concepts of Compassion towards Academic Success and Personal Development Author Reflections on the Topic and Anecdotes Summary Resilience and Well-Being Introduction Defining and Understanding Well-Being The Relationship between the Diet and Well-Being Relationship between Empathy/Compassion and Well-Being Building Resilience and Well-Being, and Associated Brain Areas Training/Developing Resilience and Well-Being Factors That Contribute towards Enhancing/Stifling Resilience Start with a Vision of Well-Being of All as the Goal of Educational Outcomes Author Reflections on the Topic and Anecdotes Summary Holistic Learner Development/Whole-Person Development through Integrative Inquiry (INIQ) Introduction What Brought Us to the Current State of Educational Affairs: A Brief History of Higher Education Moving away from an Extrinsic Measure of Linear Course-by-Course Commodity of Higher Education towards an Intrinsic Measure of Integrative, Holistic Learning and Development True Student Success Only as “Whole Person/Holistic Development” and Challenges Faced in Achieving It Holistic/Integrative Learning (Possibly Implicitly as Well) by Being Mindful/Conscious of All Our Experiences Traditionally Used Notions/Practices That Keep away/Discourage Individuals from Holistic Learning and Development Challenges in Assessing Students Accurately in a Holistic Manner INIQ Implications for Holistic Learning and Development What Stops Us Shifting to a Holistic Student Learning and Development Approach: Challenges Faced Listening to the Voices of Whole-Person Development as an Approach of Multidimensionality Developing Human Beings, Not Parts of Them Whole-Person Development in Relation to Other Widely Researched Integrative Approaches to Development: Self-Authorship Guiding Students to Take Initiative by Experiencing Life Firsthand (through a Process of Self-Authorship) towards Whole-Person Development The Goal of INIQ and Its Plan to Change Current Teaching and Learning Environments in an Evidence-Based Manner Author Reflections on the Topic and Anecdotes Summary Emotional Intelligence Introduction Defining Emotional Intelligence Attention Training/Mindfulness Practices as a Means of Developing Emotional-Intelligence Competencies More Recent Refinements and Enhancements to the Notion of Emotional Intelligence Self-Awareness Self-Management Social Awareness Relationship Management Author Reflections of the Topic and Anecdotes Summary Part IV—Useful Pedagogical Practices and Study Skills from the Viewpoint of Neuroscience Delivering Learning Content Following the Concepts of Educational Neuroscience Introduction Highlighting High-Level Concepts ahead of More Specific Details during a Teaching-Learning Session Asking Questions as a Means of Presenting Following the Constructivist Theory of Learning Controlling the Pace of Presentation Appropriately for Enabling Learners to Construct Knowledge Motivating Learners to Engage in Deeper Learning by Giving Facts from Educational Neuroscience Getting Learner Attention Entirely on the Teaching-Learning Process or Discussion Author Reflections on the Topic and Anecdotes Summary Assessing Learners Following the Concepts of Educational Neuroscience Introduction Forming Open-Ended Conceptual Questions, Minimising the Need for Rote Rehearsal and Associative Recall Deciding on an Appropriate Time Duration with Diligence for Assessments Assessing Higher-Order Learning and How It Helps Form Lasting Semantic Memories Designing Assessment, Taking Constructivism and Implicit Learning into Consideration Designing Assessment Encouraging Adaptive Decision-Making/Recognition Tests ahead of Veridical Decision-Making/Associative Recall Negative Implications of Multiple-Choice Questions Mostly Focussing on Testing Associative Recall Rethinking the Time Factor in Assessments When Individualised, Unique Answers Are Expected Utilising the Frontal Cortex Essentially Instead of Succumbing to Automaticity Constructing Assessments That Help Enhancing Learner Consciousness and Wisdom into a Higher Level of Human Development Author Reflections on the Topic and Anecdotes Summary Curriculum Construction Following the Concepts of Educational Neuroscience Introduction Expectations of a Curriculum Based on Inputs from Educational Neuroscience Deciding the Contents or Topics to Be Included within a Curriculum A Curriculum as a Means of Generating Positive Reminiscences towards a Path of Lifelong Learning Deciding and Designing the Learning Material or Documents That Are Made Available to Learners Deciding and Designing Diverse Assessment Components of a Curriculum Deciding on Having a Balance between the Theory and Practical Components (if Applicable) of a Curriculum Provision of Additional Learning Activities to Support Enhanced Learning Author Reflections on the Topic and Anecdotes Summary Advising Learners on Study Skills Following the Concepts of Educational Neuroscience Introduction General Educational Neuroscience Facts That Motivate and Enhance Learning Encourage Learners to Develop a Clear Understanding that Learning and Education Are All About Engaging in Metacognitive/Mindfulness Practices Regularly Useful Facts Related to Enhancing Learning in a Formal Learning or Education Environment Author Reflections on the Topic and Anecdotes Summary Final Words Comprehending Learning and Education in a Deeper Sense The Essential Need to Focus on Higher-Order Learning Fostering Creative and Novelty-Seeking Instincts of the Human Brain Emphasising Human Development as a Main Goal of Education and Learning Lifelong Learning as an Essential Component of Individual Well-Being The Importance of Balancing Economic Development and Human Development Meaningful Learning Essentially as an Interdisciplinary Phenomenon The Essential Need to Develop Reflective and Metacognitive/Mindfulness Capacities The Need to Develop Inclusive, Fairer, and Equitable Educational Systems Consciousness and an Analogy from the Technology Space—Big Data Developing Empathy, Tolerance, Resilience, and Humility through Human Development as Essential Qualities of Interpersonal and Intrapersonal Intelligence Helping Learners to Get the Best Returns from the Time They Invest in Formal Learning (Up to Twenty Years in the First Twenty-Five Years) Identifying Limitations of Current Learning, Education, and Social Systems with the Intention of Overcoming Them The End References Acknowledgments About the Author Some Related Websites