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Neuroscience & the Curriculum

Jennifer S. Gro!

Tuesday, June 19, 12

Neuroscience in Education Design


What should be learned?

18 participants:

practitioners, neuroscientists, researchers and education experts

Neuroscience in Education Design


Physical Activity & The Brain


Language in the Brain


... when controlling for other factors which might also affect performance, such as socioeconomic status and education, they found that bilinguals outperformed monolinguals in 15 verbal and non-verbal tests.

Psychological Monographs, vol 76, no 27, p 1


Language in the Brain


Sensitive Periods


Mathematics & the Brain


PracticesAND

Processes

Mathematics & the Brain


Technology & the Brain


Meta-Learning


Initial Investigation Frames for Further Research

Physical Activity...• how much? when?• does the learner need the choice?• e!ect vs. play



Literacy/Language...• the bene"ts of two, three, four...• does it matter what kind?• is there a correlation between multiple languages and moral

development?• computer languages?



Math...• is there a conceptual core?• is the a progression demonstrated in the learning sciences?

[number sense]• is this in#uenced by learning through integrated math?

through systems thinking?



Technology...• what cognitive elements are most critical in the digital age?• what are the negative impacts of technology?• how do we design around them?



Others...• breadth vs. depth• key developmental learning pathways• multimodality• linear vs. non-linear• do we have to construct a meta-curriculum?• dimensional view of the learner, vs. labeling• how do we maximize time by layering in elements in

interdisciplinary studies?


Questions?

$ank you!


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