At a university debate on the brain’s role in education, the dean asked: Why bring the brain into learning, when higher education already has traditions and a proven history? How would you have responded? Looking back, I likely should have told about my own dream that leaders and learners can … Read more »
Sat through meetings lately where one person only talks? If so, you’ll be interested to know why your brain bristles, spits and stalls. While many still lecture and demand rote responses in paper-pencil-tests, faculty who know research on retention, tend to facilitate brainpower from wider circles for broader solutions. Have… Read more »
Some university faculty add value to the learning process. Others clearly do not. That’s not new. But what separates good faculty from those who fail the learning process? New neuro-discoveries changed playing fields yet some faculty cling to sage-on-the-stage mentality. Poor faculty see their role to lecture and test for… Read more »
Ever wonder why boredom strikes when people talk at you? Wasting time at meetings or lectures? You’ll be interested in research from the National Training Laboratories in Bethel, Maine – and quoted in Geoff Petty’s Teaching Today shows that people retain far more when they when actively involved. Ask the… Read more »
Some say it’s easier to move a graveyard than renew a university. Others say that science is shedding light on brainpower in ways that should reconfigure higher education’s vision and practice. It seems to me that one surefire way to rejuvenation any campus would be to return learning as higher… Read more »
Leaders watch US education falling behind globally, and mistakenly call for far much more math and science. On first glance, hard science focus may make sense, expect for dangerous imbalance to human brains and achievement. How so? Learners, equipped with a full range of multiple intelligences, use their unique mix… Read more »
