Teaching With the Brain in Mind

Postscript
113
. . . What do I do on Monday?”
As more and more educators are “So
getting a taste of brain-compatible
learning, many questions arise. Some of them can
be answered by what we currently understand
about the brain. We know enough now, for example,
to help us design far better assessments, create
more productive learning environments, and do a
smarter job in staff development.
Other kinds of questions will have to wait for
answers. For example, “What is the lasting impact
of computers on the brain?” And, “At what age
should children learn specific topics?” It’s easy to
speculate, but we’re not quite sure about answers
to those questions. Part of the reason we aren’t sure
is because very little of the current brain research is
directed at education. It’s driven by grants, pharmaceutical
firms, and private funding. Each of
them has its own agenda for what gets studied. It
may be cancer, genes, cloning, drugs, or stress. As
a result, educators have to take what applications
of research are available.
As professionals, we must become engaged in
systemic, action research. Does a certain type of
music prime the brain for writing poems? Split your
class and find out. Does lowering threat and stress