News, events, and commentary on bridging neuroscience and education

What If Everything You Knew About Disciplining Kids Was Wrong?

by Katherine Reynolds Lewis

Mother Jones | July 8, 2015

Negative consequences, timeouts, and punishment just make bad behavior worse. Another approach--including talking to kids about their feelings and behavior--appears to work.

How Growing Up in Poverty Rewires a Child’s Developing Brain

by Kayt Sukel

Good Magazine | June 4, 2015

Decades of scientific research have suggested that a child’s early life experience has the power to profoundly affect his or her learning. One of the most predictive factors is socioeconomic status (SES), or the standardized measure of a particular family’s social, educational, and economic position in relation to others.

Stanford Study on Brain Waves Shows How Different Teaching Methods Affect Reading Development

by May Wong

Stanford News | May 28, 2015

Stanford Professor Bruce McCandliss found that beginning readers who focus on letter-sound relationships, or phonics, increase activity in the area of their brains best wired for reading.

What Cultural Differences Can Reveal About the Way We Learn

by Kayt Sukel

Good Magazine | May 13, 2015

How does one learn to read? If you’ve helped a child of your own learn her letters, you probably would tell me about words and letter sounds; how you helped her make the connection between language and symbols. But two more vital factors may be at play that you’ve likely never considered: emotion and culture.

The Five Key Ingredients in Quality Neuroscience-Based Learning Programs

by Martha Burns

ASCD Express | April 24, 2015

Educators should seek out programs offering exercises that focus on specific high-level and low-level skills, like language, reading, memory, and attention, and have research evidence to support their value when used by students like theirs.

What Were You Thinking?! – Understanding the Neurobiology of the Teen Brain

by Marisa M. Silveri, Ph.D.

April 9, 2015

Wrong-headed teen behavior isn’t due necessarily a lack of knowing right from wrong, but rather an inability to hold back the wrong answer or behavior. One of our series of Reports on Progress.

How to Teach... The Brain

by Valerie Hannah

The Guardian | March 9, 2015

With the 20th anniversary of Brain Awareness Week from 16 to 22 March, this week we bring you a collection of ideas and resources to get students’ synapses firing.

Music Makes You a Better Reader, Says Neuroscience

by Kayt Sukel

Good | February 25, 2015

“Music and language skills rely upon auditory processing. Although reading may not be thought of as a primarily auditory activity, its foundation rests on a child making sense of incoming auditory input in order to map speech sounds correctly on to orthographic representations,” says researcher Nina Kraus.

Brain-Based Learning: Resource Roundup

Edutopia | February 25, 2015

Browse a list of resources, articles, videos, and links for exploring the connection between education and neuroscience.

Why Inspiring Stories Make Us React: The Neuroscience of Narrative

by Paul J. Zak, Ph.D.

Cerebrum | February 2, 2015

To the brain, good stories are good stories, whether first-person or third-person, on topics happy or sad, as long as they get us to care about their characters. Results from research on oxytocin and vagus nerve responses are helping define a "science of narrative."

When the Myth is the Message: Neuromyths and Education

by Kayt Sukel

The Dana Foundation | January 13, 2015

A recent survey suggests that neuromyths are more pervasive in the educational community than we might think, and this may work against academic achievement. We investigate some of the most common myths, explaining their scientific origins and realities. One of our series of briefing papers.

See also

Strategies for Getting and Keeping the Brain’s Attention

by Marcus Conyers and Donna Wilson

Edutopia | January 6, 2015

To help students learn to maintain focused attention, we can guide them to wire their brains for staying the course even during times of emotional upheaval, remaining level-headed, and riding the emotional waves of life. As with other skills, this cognitive strategy comes with conscious recognition and deliberate practice.

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