Neuroscience and learning

“But is it better for the teacher to present the material already grouped? How does that follow? If the intent is to have the student learn the information (ugh, bad terminology) then we must ask, is it the groups that aide remembering and understanding, or the process of grouping that does this? If it’s the latter, then presenting the information already grouped may help the teacher remember, but will do nothing for the student.”

Stephen Downes responding to a post by Clive Shepherd about how neuroscience may or may not help the teacher.

Clive Shepherd was posting some interesting notes from a presentation given by Dr Itiel Dror of Southampton University. The presentation was about how neuroscience may inform the design of e-learning materials and experiences, although I think the points being made could apply to the classroom as well.

Most of my teaching now is about process; how to solve mathematical problems, how to design experiments, how to write about science, so I think I am with Downes on this one.

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