Some Principles of Brain Research for Challenging Gifted Learners

2001 ◽  
Vol 16 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Barbara Clark
Keyword(s):  
Teaching And Learning ◽  
Brain Research ◽  
Early Experience ◽  
Learning And Teaching ◽  
Gifted Learners ◽  
Genetic Potential ◽  
Definition Of ◽  
The Impact ◽  
The Brain ◽  
Stimulation Of

Evidence from the neurosciences indicates that the potential of brain development is essentially unlimited for most individuals. Children are not born gifted, but with a limitless potential based on the existence of over a hundred billion brain cells. They become gifted only with appropriate stimulation of their vast, unique genetic potential. Intelligence and the growth of the brain have been found to be dynamic with high levels of intelligence actualized only when appropriate challenge is provided. Stimulation, actions, sensations, and memories are constantly shaping both the function and the anatomy of the brain. The static, genetically inherited, immutable view of intelligence can no longer be justified. Also, because of this research the definition of intelligence and its nurture can no longer be restricted to the linear, rational cognitive function, but must include the integration of all of the functions of the brain; the cognitive (both linear and spatial), the emotional-social, the physical, and the intuitive. Parents and educators can now become better informed regarding how the brain develops, the impact of early experience on the brain, and how they might make learning and teaching more effective and efficient. Understanding the implications from brain research allows a clearer understanding of giftedness and its development. The challenge now becomes to provide experiences that can optimize learning and maximize each child's potential. In this article principles of teaching and learning supported by the brain research are discussed so that this potential may be actualized and the challenge of gifted development can be met.

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

Investigation of Stress Wave Propagation in Brain Tissues Through the Use of Finite Element Method

2010 ◽  
Author(s):  
Biaobiao Zhang ◽  
W. Steve Shepard ◽  
Candace L. Floyd
Keyword(s):  
Finite Element ◽  
Wave Propagation ◽  
Brain Injury ◽  
Stress Wave ◽  
Brain Research ◽  
Complex Structure ◽  
Stress Wave Propagation ◽  
Wave Loads ◽  
The Impact ◽  
The Brain

Because axons serve as the conduit for signal transmission within the brain, research related to axon damage during brain injury has received much attention in recent years. Although myelinated axons appear as a uniform white matter, the complex structure of axons has not been thoroughly considered in the study of fundamental structural injury mechanisms. Most axons are surrounded by an insulating sheath of myelin. Furthermore, hollow tube-like microtubules provide a form of structural support as well as a means for transport within the axon. In this work, the effects of microtubule and its surrounding protein mediums inside the axon structure are considered in order to obtain a better understanding of wave propagation within the axon in an attempt to make progress in this area of brain injury modeling. By examining axial wave propagation using a simplified finite element model to represent microtubule and its surrounding proteins assembly, the impact caused by stress wave loads within the brain axon structure can be better understood. Through conducting a transient analysis as the wave propagates, some important characteristics relative to brain tissue injuries are studied.

Teaching Philosophy Statements

2020 ◽  
Vol 44 (5) ◽  
pp. 577-587 ◽  
Author(s):  
Melinda Laundon ◽  
Abby Cathcart ◽  
Dominique A. Greer
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Promotion And Tenure ◽  
Teaching Awards ◽  
Effective Teaching And Learning ◽  
The Impact ◽  
Learning Analysis

Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

scholarly journals Comparison of Multiscale Imaging Methods for Brain Research

Cells ◽  
2020 ◽  
Vol 9 (6) ◽  
pp. 1377
Author(s):  
Jessica Tröger ◽  
Christian Hoischen ◽  
Birgit Perner ◽  
Shamci Monajembashi ◽  
Aurélien Barbotin ◽  
...  
Keyword(s):  
Adaptive Optics ◽  
Brain Research ◽  
Super Resolution ◽  
Synaptic Proteins ◽  
Physiological Status ◽  
Basic Set ◽  
Recent Developments ◽  
Quantitative Manner ◽  
The Impact ◽  
The Brain

A major challenge in neuroscience is how to study structural alterations in the brain. Even small changes in synaptic composition could have severe outcomes for body functions. Many neuropathological diseases are attributable to disorganization of particular synaptic proteins. Yet, to detect and comprehensively describe and evaluate such often rather subtle deviations from the normal physiological status in a detailed and quantitative manner is very challenging. Here, we have compared side-by-side several commercially available light microscopes for their suitability in visualizing synaptic components in larger parts of the brain at low resolution, at extended resolution as well as at super-resolution. Microscopic technologies included stereo, widefield, deconvolution, confocal, and super-resolution set-ups. We also analyzed the impact of adaptive optics, a motorized objective correction collar and CUDA graphics card technology on imaging quality and acquisition speed. Our observations evaluate a basic set of techniques, which allow for multi-color brain imaging from centimeter to nanometer scales. The comparative multi-modal strategy we established can be used as a guide for researchers to select the most appropriate light microscopy method in addressing specific questions in brain research, and we also give insights into recent developments such as optical aberration corrections.

scholarly journals A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

2018 ◽  
Vol 8 (4) ◽  
pp. 232 ◽  
Author(s):  
Habibullah Pathan ◽  
Rafique A. Memon ◽  
Shumaila Memon ◽  
Ali Raza Khoso ◽  
Illahi Bux
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Problems ◽  
Proximal Development ◽  
Learning To Learn ◽  
Learning And Teaching ◽  
The Impact

The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

scholarly journals Feedback: understanding strategies and impact on EFL learning and teaching contexts

2018 ◽  
Vol 10 (1) ◽  
pp. 43-65
Author(s):  
David Felipe Espinosa Torres ◽  
Iván Camilo González Bejarano ◽  
Juliana Moreno Restrepo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Feedback Strategies ◽  
The Impact ◽  
Minimal Research

Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

scholarly journals “New Normal” in Learning and Teaching

2020 ◽  
Vol 1 (2) ◽  
pp. 63-65
Author(s):  
Binar Kurnia Prahani ◽  
Tsung-Hui Cheng
Keyword(s):  
Teaching And Learning ◽  
Epidemiological Studies ◽  
Learning Activities ◽  
New Normal ◽  
Learning And Teaching ◽  
United Nations Agency ◽  
The Face ◽  
Three Stages ◽  
The Government ◽  
The Impact

Social distancing and physical distancing policies have been implemented in many countries for some time in the face of a COVID-19 pandemic. The new policy that has been adopted by many countries is "New Normal". New Normal is a scenario to accelerate the handling of COVID-19 in health and socio-economic aspects. One of them is the Government of Indonesia has announced plans to implement new normal scenarios by considering epidemiological studies and regional readiness. With the implementation of New Normal, education will be run again according to the health protocol. New Normal policies in education must also be in line with instructions issued by The United Nations Agency for Child Welfare (UNICEF). UNICEF has issued guidelines for countries that want to reopen teaching and learning activities in schools. The guide consists of three stages, namely before opening, entering the opening process, and when opening has been carried out. Research on the planning, preparation, implementation, and evaluation of New Normal in the field of learning and teaching needs the attention of all parties, including academics. The results of research and publications on the impact of New Normal in the field of learning and teaching are believed to be beneficial in the field of education.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

Teaching in Symbiosis with the Needs of the Brain

2013 ◽  
Vol 3 (2) ◽  
pp. 60-78
Author(s):  
Monika Máčajová
Keyword(s):  
Brain Activity ◽  
Life Quality ◽  
Educational Systems ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Economic Problems ◽  
Evaluation Procedures ◽  
Learning Principles ◽  
The Brain ◽  
Stimulation Of

Despite of many worldwide economic problems, every developed society focuses its interest on education. This is undoubtedly caused by the fact that the societies have realized that education is the only way to progress and life quality improvement. Therefore, all educational systems in any period of their development have been making their efforts to seek and find newer approaches to more effective learning and teaching. The present study contributes to the line of works that look for new ways of education through discovering and learning principles of the functioning of the human brain. The paper introduces and explains teaching procedures which respect the needs of the brain. A specific emphasis is put on a) brain activity in various periods; b) evaluation procedures related to the theory of brain‑compatible learning; c) the need to articulate new knowledge and problem solving procedures with respect to optimal stimulation of the brain.

Exploring the Impact of SoTL on Day-to-Day Learning and Teaching

2020 ◽  
pp. 388-412
Author(s):  
Andrea Rose Carr ◽  
Jo-Anne Kelder ◽  
Joseph Crawford
Keyword(s):  
Teaching And Learning ◽  
Evaluation Research ◽  
Curriculum Evaluation ◽  
Learning And Teaching ◽  
Barriers And Enablers ◽  
University College ◽  
Action Researcher ◽  
The University ◽  
The Impact

The Curriculum Evaluation Research (CER) Framework was developed as a response to increasing scrutiny and expectations of the higher education sector, including legislated standards for curriculum and professional teachers that explicitly require a systematic and comprehensive approach to evaluating curriculum. The CER Framework is designed to facilitate a scholarly environment to drive and assure the quality of a curriculum and the capabilities of its teaching team. It stems from a synthesis of teacher as action researcher (TAAR), quality improvement (QI), quality assurance (QA), and the Scholarship of Teaching and Learning (SoTL) applied to the curriculum as it is designed, taught, and revised. In this chapter, the implementation of the CER Framework to the University College is reviewed and evaluated. The University College is an organisational unit comprises approximately 600 students and 80 staff. This chapter includes a reflection on the barriers and enablers of implementing the CER Framework.

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