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Can't believe it is the end of June already! Time flies... We have already posted Pat Wolfe's "Mind Matters" site on the right-hand side of our blog, but here is a page within her site that posts brain research related articles: http://patwolfe.com/articles-about-the-brain/ Happy reading!!

In this article, Ben Johnson talks about the Common Core and how the new standards address problem-solving. How is this related to brain research as it applies to our students? Creatively solving problems is a whole brain activity. And just what does problem-solving entail? According to Johnson, "a problem must be compelling enough to require a solution. The solution to a problem must be believable, plausible and doable." And furthermore, "a solution to a problem must be so integrated (like the brain) that the parts and pieces cannot be separated." He ends with a question: How do you get students to solve problems in your classroom? And I would add, what are some of the most compelling problems that your students have solved and what were the resolutions? Here is his article for further reading: http://www.edutopia.org/blog/common-core-standards-problem-solving-ben-johnson#.T4NoWlEKyTw.email

Dr. Judy Willis is an authority on brain research and how it relates to learning. Here is some of what she says about the "bilingual brain," and some of the implications of the research. A selective attentive focus and the ability to block out distraction are seminal executive functions that are minimally developed in youngsters. These functions gradually become stronger throughout the years of prefrontal cortex maturation, which last into the twenties. It is with regard to these executive functions that research about the "bilingual brain" is particularly exciting. The research refers to children raised with a language at home that differs from the dominant language outside the home, such as in school. Compared to monolinguals, the bilingual children develop greater attention focus, distraction resistance, decision-making judgment and responsiveness to feedback. The correlated  fMRI  scans of these children reveal more activity in the prefrontal cortex networks tha...

Here's Judy Lombardi's article on Brain-based research and how it applies to ESL learners.  Introduction These are exciting times for ESL teachers. W e are in the midst of a revolution in new teaching and learning strategies, i.e., “…accelerated learning; action research; applied learning; arts in education; character education; cognitive coaching; cooperative learning; democratic classrooms; emotional intelligence; environmental education; environments for learning; graphic tools; instrumental enrichment; keeping fit for learning; learning styles; literacy; multicultural education; multiple intelligences; service learning; teaching for understanding; technology in education; thinking skills”(http://ww w .newhorizons.org/strategies/front_strategies.html,  2002 ESL faculty are infusing nontraditional types of instructional strategies, from portfolios to case studies to gallery walks, into their teaching. Brain-based and second language acquisition research has taugh...

Publishe d Online : Decembe r 20 , 201 1 Complet e Coverag e   Teacher s a s Brain-Changers : Neuroscienc e an d Learnin g B y Wend i Pillar s I' m a n armchai r neuroscientist , o r a t leas t I l ov e   learnin g abou t th e b r ain , ho w i t functions , an d what recen t finding s mea n fo r m y p r actic e a s a teache r . Bridgin g researc h finding s t o th e realitie s o f the classroom , howe v e r , i s fa r easie r sai d tha n done . In additio n t o n a vigatin g th e dail y challenge s o f our work , w e mus t distinguis h trend y "research-based " claim s abou t th e b r ai n fro m thos e grounde d i n legitimat e neuroscientifi c findings . An d the n w e h av e t o figur e ou t ho w t o appl y wha t we' v e learned. Siftin g throug h thes e claim s t o understan d thei r origin s i s precisel y th e goa l o f m y curren t research . R emembe r whe n co...