Slide 7 of 22
Notes:
- Brain research shows that learning mathematics is not a matter of memorizing times tables or theorems. Rather, it is a "matter of connecting new learning to previous learning and experience." When this can happen, learning mathematics "is very natural and very enduring." (Covino 2002, 26).
- In 2001, researchers at MIT used brain imaging techniques to determine how the brain processes different math functions. Exact calculations lit up the subjects left frontal lobe which is the brain area used for verbal memory tasks. Estimation activated the parietal lobe which is the brain area associated with visual and spatial relationships. The parietal lobe is also responsible for finger control, and the findings could explain why children learning exact arithmetic often count with their fingers. (Covino 2002, 26).
- Although the brain is most "plastic" during early childhood, throughout life, the brain exhibits plasticity. That is, new experiences and learning modes at any age will continue to change brain characteristics. In social studies, that might mean continuing to use curricula methods that challenge and support thinking even among youth who are disengaged from school learning and whom seem disaffected as citizens. A teacher can never assume that any mind is truly closed. (Bergen 2002, 378).
- There are close connections between a child's emotional well-being and cognitive development, both of which we can measure with behavioral tests. Children will learn best in an environment that feels safe and has positive adult and peer interactions. Furthermore, curricula that engage children's interest, motivate them to seek challenges involving "safe" levels of risk, and provide warm, encouraging learning environments are probably most appropriate. In social studies, this might mean providing activities that are related to meaningful life events, encouraging active child engagement and initiative, and letting children "catch" the excitement and concerns of social studies educators about important concepts. (Bergen 2002, 377)
- "Synaptic connections are primarily developed during childhood, so curriculum opportunities that promote a wide range of experiences and require integration of cognitive, social, emotional, aesthetic, and physical activity are likely to further brain development. This range of opportunities should be available to both boys and gifts. In social studies, teachers might do well to use "integrated" curriculum approaches that draw on a range of children's talents, and to undertake extended projects that are historically and politically relevant and require children to search for resources, communicate ideas, and think critically (Bergen 2002, 378).
- The intense idiosyncratic interests that many children show in middle childhood may herald a stage of brain development. Such focused activity might be linked with the pruning of synapses that appears to accompany efficient, more mature thinking. Supporting student-motivated skill development in specific content areas may facilitate this development. In social studies, this might mean encouraging in-depth study generated by child interest, rather than using only a "content coverage" approach with predetermined assignments (Bergen 2002, 378).
- Research shows that kids can learn a second language inductively and without formal instruction even as they are learning their first language. "The idea is that the brain has a certain plasticity during the early years and can be molded and shaped more readily." (Covino 2002 26).
- In 1997, Johnston, Iowa Community School District formed a committee to study the creation of a "K-6 foreign language program to capitalize on this early window." According to school superintendent Roger Scott, "Well use foreign language to teach current content, so we wont be taking away from other instruction. For example, kids might learn the French words for apple or orange while an instructor demonstrates the principles of density while dropping the pieces of fruit in a bowl to see if they sink or
- Brain research shows that learning mathematics is not a matter of memorizing times tables or theorems. Rather, it is a "matter of connecting new learning to previous learning and experience." When this can happen, learning mathematics "is very natural and very enduring." (Covino 2002, 26).
- In 2001, researchers at MIT used brain imaging techniques to determine how the brain processes different math functions. Exact calculations lit up the subjects left frontal lobe which is the brain area used for verbal memory tasks. Estimation activated the parietal lobe which is the brain area associated with visual and spatial relationships. The parietal lobe is also responsible for finger control, and the findings could explain why children learning exact arithmetic often count with their fingers. (Covino 2002, 26).
- Although the brain is most "plastic" during early childhood, throughout life, the brain exhibits plasticity. That is, new experiences and learning modes at any age will continue to change brain characteristics. In social studies, that might mean continuing to use curricula methods that challenge and support thinking even among youth who are disengaged from school learning and whom seem disaffected as citizens. A teacher can never assume that any mind is truly closed. (Bergen 2002, 378).
- There are close connections between a child's emotional well-being and cognitive development, both of which we can measure with behavioral tests. Children will learn best in an environment that feels safe and has positive adult and peer interactions. Furthermore, curricula that engage children's interest, motivate them to seek challenges involving "safe" levels of risk, and provide warm, encouraging learning environments are probably most appropriate. In social studies, this might mean providing activities that are related to meaningful life events, encouraging active child engagement and initiative, and letting children "catch" the excitement and concerns of social studies educators about important concepts. (Bergen 2002, 377)
- "Synaptic connections are primarily developed during childhood, so curriculum opportunities that promote a wide range of experiences and require integration of cognitive, social, emotional, aesthetic, and physical activity are likely to further brain development. This range of opportunities should be available to both boys and gifts. In social studies, teachers might do well to use "integrated" curriculum approaches that draw on a range of children's talents, and to undertake extended projects that are historically and politically relevant and require children to search for resources, communicate ideas, and think critically (Bergen 2002, 378).
- The intense idiosyncratic interests that many children show in middle childhood may herald a stage of brain development. Such focused activity might be linked with the pruning of synapses that appears to accompany efficient, more mature thinking. Supporting student-motivated skill development in specific content areas may facilitate this development. In social studies, this might mean encouraging in-depth study generated by child interest, rather than using only a "content coverage" approach with predetermined assignments (Bergen 2002, 378).
- Research shows that kids can learn a second language inductively and without formal instruction even as they are learning their first language. "The idea is that the brain has a certain plasticity during the early years and can be molded and shaped more readily." (Covino 2002 26).
- In 1997, Johnston, Iowa Community School District formed a committee to study the creation of a "K-6 foreign language program to capitalize on this early window." According to school superintendent Roger Scott, "Well use foreign language to teach current content, so we wont be taking away from other instruction.
