The science and poetry in learning (and teaching) to read

2018 ◽  
Vol 100 (4) ◽  
pp. 13-17
Author(s):  
Maryanne Wolf
Keyword(s):  
Reading Instruction ◽  
Teaching Methods ◽  
Explicit Instruction ◽  
Natural Process ◽  
Teaching Approaches ◽  
Reading Processes ◽  
Learning And Teaching ◽  
Digital World ◽  
The Brain ◽  
Different Parts

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

Neuroimaged

2020 ◽  
pp. 72-85
Author(s):  
Natalie Phillips ◽  
Cody Mejeur ◽  
Melissa Klamer ◽  
Karah Smith ◽  
Salvatore Antonnuci
Keyword(s):  
Cognitive Neuroscience ◽  
Digital Humanities ◽  
Brain Activity ◽  
Michigan State University ◽  
State University ◽  
Reading Processes ◽  
Digital World ◽  
The Moment ◽  
The Brain ◽  
Over Time

Literary scholars have long known that reading can create worlds, make us feel, and even change our minds. Recent advances in cognitive neuroscience reveal the regions and networks of the brain that facilitate these reading processes. Using several studies of literature, poetry, and music conducted at the Digital Humanities and Literary Cognition lab at Michigan State University, this chapter demonstrates how we can bring together literary and neuroscientific understandings of reading to better grasp how we read, including how we read differently. In particular, fMRI allows us to see how our brain activity and engagement with literature while reading changes dramatically over time, and how our feelings and interpretations emerge dynamically in the moment-to-moment reading of the text. Beyond helping us understand the processes of reading better, reading in a scanner also presents an opportunity to rethink what reading is and looks like in an increasingly digital world.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

Somatostatin-Positive Neurons in the Different Parts of the Brain in Normal Aging and Alzheimer's Disease

Neurosignals ◽  
1996 ◽  
Vol 5 (6) ◽  
pp. 343-348 ◽  
Author(s):  
Wei Ping Li ◽  
Helen W.L. Lai ◽  
Suet Ying Cheng ◽  
David T. Yew
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Normal Aging ◽  
The Brain ◽  
Different Parts

CRYPTIC CAUSES AND MECHANISMS INVOLVED IN AGEING

INDIAN DRUGS ◽  
2013 ◽  
Vol 50 (01) ◽  
pp. 5-22
Author(s):  
K Challabotla ◽  
◽  
D Banji ◽  
O.J.F Banji ◽  
Chilipi K Reddy
Keyword(s):  
Oxidative Stress ◽  
Developing Countries ◽  
Molecular Basis ◽  
Metabolic Disorders ◽  
Natural Process ◽  
Biological Functions ◽  
Stress Theory ◽  
Biochemical Alterations ◽  
Organ Systems ◽  
The Brain

Ageing is a natural process characterized by progressive deterioration of biological functions. Ageing causes both morphological as well as biochemical alterations in various body organs leading to deterioration of health. Proteins, enzymes and neurotransmitters are affected, which in turn can result in dysregulation of various pathways. WHO has reported that by 2020, three quarters of all deaths in developing countries will be age-associated. Currently more than 300 theories exist to explain the phenomenon of ageing; amongst them the oxidative stress theory of ageing is most studied and accepted for the molecular basis of ageing. All these processes can progress at an unprecedented pace on contact with triggering factors, leading to the development of pathological ageing. The probability of developing neurodegenerative and metabolic disorders is relatively high under such circumstances. This review emphasizes the theories and mechanisms of ageing and an overview on the aspects of age associated biochemical changes and the implications on the brain, liver and various organ systems.

Technika w procesie dydaktycznym jako narzędzie do rozwijania zainteresowań muzyką poważną dzieci i młodzieży. Implikacje dla edukacji muzycznej

2021 ◽  
pp. 37-49
Author(s):  
Tomasz Dolski
Keyword(s):  
Music Education ◽  
Cognitive Neuroscience ◽  
Teaching Methods ◽  
Theoretical Concepts ◽  
Musical Education ◽  
Educational Project ◽  
Digital World

The article presents the difficulties and challenges in music education. The author tries to show the causes and answer the question if this branch of science is needed. For this purpose, the results of research in the field of musical education, cognitive neuroscience, psychology, as well as theoretical concepts, which are confronted with the original educational project “Symphony for Violin and DJ”, are analysed in order to show practical possibilities and solutions. The main problem of the article concerns the relevance of teaching methods to the digital world in which students live. It is presented from various perspectives and its implications are indicated.

Another View of the Brain: Is Logic A Natural Process?

1983 ◽  
Vol 67 (463) ◽  
pp. 92-96
Author(s):  
Roger Paden
Keyword(s):  
Natural Process ◽  
The Brain
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