NEUROSCIENCE IN THE CLASSROOM: MAKING TEACHERS’ LEARNING VISIBLE
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Dec 13, 2022
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Abstract
Understanding how the brain works can help improve teaching effectiveness. To this purpose, a research-training was set up with teachers from three schools serving students aged 3-13. Quantitative and qualitative tools were used in order to understand how neurosciences can improve educational practices. This paper presents the results of the use of the Thinking Routine “Connect-Extend-Challenge” with teachers. It describes how they could reflect on their teaching practice to implement new methodologies in the classroom. The themes that most scaffolded teachers’ reflection is the functioning of cognitive processes and the importance of integrating emotions into teaching. Less attention is given to some concepts (i.e. feedback, curiosity, etc.) that are perhaps still taken for granted.
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References
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Rivoltella, P.C., (2012). Neurodidattica. Insegnare al cervello che apprende. Milano, IT: Raffaello Cortina.
Rivoltella, P.C. (2014). La previsione. Neuroscienze, apprendimento, didattica. Brescia, IT: ELS La Scuola.
Rivoltella, P. C. (2018). La didattica come scienza bioeducativa. Questioni epistemologiche, prospettive di ricerca. Brain Education Cognition, 5, 22-28. doi: 10.6093/2284-0184/5430
Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(3), 45-49. doi: 10.1177/016264340001500307
Sousa, D. A. (2016). How the brain learns. Boston, MA, US: Corwin.
Steward, R. (2021), The toxic classroom and what can be done about it. New York, NY, US: Routledge.
Tishman, S., Perkins, D. N., & Jay, E. (1994). The thinking classroom: Learning and teaching in a culture of thinking. Boston, MA, US: Allyn & Bacon.
Tokuhama-Espinosa, T. (2019). Five pillars of the mind: Redesigning education to suit the brain. New York, NY, US: W.W. Norton.
Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18(5), 459-482. doi: 10.1002/cne.920180503
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi: 10.1037/0022-0663.84.3.261
Asquini, G. (Eds.) (2018). La ricerca-formazione. Temi, esperienze, prospettive. Milano, IT: Franco Angeli.
Betts, K., Miller, M., Tokuhama-Espinosa, T., Shewokis, P., Anderson, A., Borja, C., … Dekker, S. (2019). International report: Neuromyths and evidence-based practices in higher education. Newburyport, MA, US: Online Learning Consortium.
Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches. London, UK: Sage Publications.
Damiani, P., & Paloma, F. G. (2020). “Dimensioni-ponte” tra neuroscienze, psicoanalisi ed ECS per favorire l’inclusione a scuola nella prospettiva transdisciplinare. Italian Journal of Special Education for Inclusion, 8(1), 91-110. doi: 10.7346/sipes-01-2020-08
Dehaene, S., (2019). How to learn. Why brains learn better than any machine… for now. New York, NY, US: Vikyng.
Gazzaniga, M., Richard, B., & Mangun, I. G. (2005). Neuroscienze cognitive. Milano, IT: Zanichelli.
Geake, J.G. (2009). The brain at school: Educational neuroscience in the classroom. Maidenhead, US: McGraw Hill.
Grospietsch, F., & Mayer, J. (2020). Misconceptions about neuroscience – prevalence and persistence of neuromyths in education. Neuroforum, 26(2), 63-71. doi: 10.1515/nf-2020-0006
Harrington, J., Beale, J., Fancourt, A., & Lutz, C. (2021). The brain can do. Handbook of teaching and learning. Practical strategies to bring psychology and neuroscience into the classroom. London, UK: Routledge.
Immordino-Yang, M. H. (2016). Emotion, learning and the brain. Exploring the educational implications of affective neuroscience. New York, NY, US: WW Norton & Co.
Immordino‐Yang, M. H, & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10. doi: 10.1111/j.1751-228X.2007.00004.x
Kress, G., Selander, S., Saljö, R., & Wulf, C. (2021). Learning as social practice. Beyond education as an individual enterprise. London, UK: Routledge.
Magnoler, P. (2012). Ricerca e formazione. La professionalizzazione da professionalizzazione degli insegnanti, Lecce-Brescia, IT: Pensa Multimedia.
McKee, A. (2003). Textual analysis: A beginner’s guide. London, UK: SAGE.
Mezirow, J. (1995). Transformation theory of adult learning. In M.R. Welton (Eds.), In defense of the lifeworld (pp. 39–70). New York, NY, US: Suny Press.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA, US: Jossey-Bass.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA, US: Jossey Bass.
Moè, A., Pazzaglia, F., & Friso, G. (2010). MESI. Motivazioni, Emozioni, Strategie e Insegnamento. Questionari metacognitivi per insegnanti. Trento, IT: Erickson.
Mori, S, Panzavolta, S., & Rosa, A. (2021). Neuroscience for didactic continuity: Reflecting on teaching practices to improve educational success of student. Proceedings of the 2nd International Conference of the Journal Scuola Democratica, Reinventing education, Learning with New Technologies, Equality, and Inclusion, 2 (pp. 377-391). Roma, IT: Associazione Scuola Democratica.
Mortari, L., & Ghirotto, L. (Eds.) (2019). Metodi per la ricerca educativa. Roma, IT: Carocci.
Mughini, E., & Panzavolta, S. (Eds.) (2020). MLTV: Rendere visibili pensiero e apprendimento. Roma, IT: Carocci.
Perkins, D. N., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. (2000). Intelligence in the wild: A dispositional view of intellectual traits. Educational Psychology Review, 12, 269-293. doi: 10.1023/A:1009031605464
Piaget, J. (1971). Genetic epistemology. New York, NY, US: Norton. [Trad. it.: L’epistemologia genetica, Bari, IT: Laterza].
Pillera, G. (2017). Il tirocinio e l’autovalutazione delle competenze. In C. Corsini & C. Strongoli (Eds.). Valutare il tirocinio universitario. L’esperienza del CdlM in Scienze pedagogiche e progettazione educativa dell’Università di Catania. Catania, IT: A.&G. CUECM.
Privitera, A. (2021). A scoping review of research on neuroscience training for teachers. Trends in Neuroscience and Education, 24. doi: 10.1016/j.tine.2021.100157.
Rescorla, R.A., & Wagner, A.R. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement. In A.H. Black & W.F. Prokasy, (Eds.), Classical Conditioning II, (pp. 64–99). New York, NY, US: Appleton-Century- Crofts.
Ritchhart R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA, US: Jossey-Bass.
Ranieri, M., & Giampaolo, M. (2018). Educatori all’università. Un modello di didattica blended e problem based per il corso di qualifica per educatori professionali socio-pedagogici. Form@re, 18(3), 108-125. Doi: 10.13128/formare-24223
Rivoltella, P.C., (2012). Neurodidattica. Insegnare al cervello che apprende. Milano, IT: Raffaello Cortina.
Rivoltella, P.C. (2014). La previsione. Neuroscienze, apprendimento, didattica. Brescia, IT: ELS La Scuola.
Rivoltella, P. C. (2018). La didattica come scienza bioeducativa. Questioni epistemologiche, prospettive di ricerca. Brain Education Cognition, 5, 22-28. doi: 10.6093/2284-0184/5430
Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(3), 45-49. doi: 10.1177/016264340001500307
Sousa, D. A. (2016). How the brain learns. Boston, MA, US: Corwin.
Steward, R. (2021), The toxic classroom and what can be done about it. New York, NY, US: Routledge.
Tishman, S., Perkins, D. N., & Jay, E. (1994). The thinking classroom: Learning and teaching in a culture of thinking. Boston, MA, US: Allyn & Bacon.
Tokuhama-Espinosa, T. (2019). Five pillars of the mind: Redesigning education to suit the brain. New York, NY, US: W.W. Norton.
Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18(5), 459-482. doi: 10.1002/cne.920180503