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Research clearly demonstrate that matching the original learning location and circumstances can improve learning location and circumstances can improve the chances for recall. Many schools have paid particular attention to this principle when administering state tests, ensuring that students take tests int he same classroom where they reviewed for it. The theory is that the room is full of invisible retrieval “cues” and is also emotionally more comfortable than an unfamiliar room, which may stress arouse stress.

Teaching with the Brain in Mind by Eric Jensen pg 140

#teaching with the brain in mind #the learning brain #the brain and education

Recall is stronger when we are in the same emotional state we were in when the memoir was formed.

Teaching with the Brain in Mind by Eric Jensen pg 139

#teaching with the brain in mind #learning brain #the brain and education

The long-term memory mechanism that leads to encoding, transcription, and synaptic growth are modulatory dependent, meaning that they need the presence of emotions.

Teaching with the Brain in Mind by Eric Jensen pg 139

#teaching with the brain in mind #the brain and education #the learning brain

Plan on students remembering the wrong things or completely forgetting some things. Why? You’ll be right more often than you’ll be wrong, and you’ll be inspired to invest a few minutes in daily and weekly review.

Teaching with the Brain in Mind by Eric Jensen pg 138

#teaching with the brain in mind #the learning brain #the brain and education

Teachers who use the most of their class time lecturing are hoping this style of learning sticks - but it rarely does. Students retain little of what is said. In one study, college students who listened to lectures knew only 8 percent more than those who skipped.

Teaching with the Brain in Mind by Eric Jensen pg 132

#the brain and education #the learning brain #teaching with the brain in mind

… most encoding, regardless of its location in the brain, is enhanced by a good night’s sleep. And the more complex the learning, the more helpful sleep is.

Teaching with the Brain in Mind by Eric Jensen pg 130

#teaching with the brain in mind #the learning brain #the brain and education

We have only three “chances to help students in learning; (1) the original encoding, (2) the maintenance of that memory, and (3) the retrieval of the learning.

Teaching with the Brain in Mind by Eric Jensen pg 125

#the brain and education #the learning brain #teaching with the brain in mind

For students to be able to think well, they absolutely must be able to manage their emotional states. This ability is not innate; it must be taught.

Teaching with the Brain in Mind by Eric Jensen pg 121

#teaching with the brain in mind #the learning brain

There is no need for the brain to adapt to change if what it must deal with is the same. Provide something unusual and the support to go with it, and learning id off and running.

Teaching with the Brain in Mind by Eric Jensen pg 120

#teaching with the brain in mind #the brain and education #the learning brain

The evidence of the abysmal failure of students to transfer learning from school subjects to real life is legendary. These data suggest that schools would do well to focus on much more real-world learning.

Teaching with the Brain in Mind by Eric Jensen pg 117

#teaching with the brain in mind #the brain and education #the learning brain

The evidence of the abysmal failure of students to transfer learning from school subjects to real life is legendary. These data suggest that schools would do well to focus on much more real-world learning.

Teaching with the Brain in Mind by Eric Jensen pg 117

#teaching with the brain in mind #the learning brain #the brain and education

Critical thinking skills take time to learn because you’re asking the brain to make changes in both cortical organization and inter-regional connectivity. Learning new skills literally reorganizes brain mass

Teaching with the Brain in Mind by Eric Jensen pg 116

#teaching with the brain in mind #the brain and education #the learning brain

Rewards can temporarily stimulate simple physical responses; however, more complex behaviors are usually impaired not helped by rewards.

Teaching with the Brain in Mind by Eric Jensen pg 104

#teaching with the brain in mind #the brain and education

Another way to think of motivation is that it consists of the willingness to be active (volition) combined with actual behavior (meaningful participation).

Teaching with the Brain in Mind by Eric Jensen pg 102

#teaching with the brain in mind #the learning brain #the brain and education

Research on students engaged on cooperative learning suggests that they achieve better learning when compared with students a competing against each other individually.

Teaching with the Brain in Mind by Eric Jensen pg 100

#teaching with the brain in mind #the learning brain #the brain and education

Excess levels of neurotransmitters can lead to aggressive behaviors - a persistent obstacle to learning. This basic insight sheds lights on the important role temperature plays in the learning environment…

Teaching with the Brain in Mind by Eric Jensen pg 84

#teaching with the brain in mind #the learning brain #the brain and education

Emotions organize and create our reality.

Teaching with the Brain in Mind by Eric Jensen pg 68

#teaching with the brain in mind #the brain and education #the learning brain

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