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"The brain is a parallel processor" (p. 80). It simultaneously
processes many different types of information, including thoughts,
emotions, and cultural knowledge. Effective teaching employs a variety
of learning strategies.
"Learning engages the entire physiology" (p. 80). Teachers
can't address just the intellect.
"The search for meaning is innate" (p. 81). Effective
teaching recognizes that meaning is personal and unique, and that
students' understandings are based on their own unique experiences.
"The search for meaning occurs through 'patterning' "
(p. 81). Effective teaching connects isolated ideas and information
with global concepts and themes.
"Emotions are critical to patterning" (p. 82). Learning
is influenced by emotions, feelings, and attitudes.
"The brain processes parts and wholes simultaneously"
(p. 83). People have difficulty learning when either parts or wholes
are overlooked.
"Learning involves both focused attention and peripheral perception"
(p. 83). Learning is influenced by the environment, culture, and
climate.
"Learning always involves conscious and unconscious processes"
(p. 84). Students need time to process 'how' as well as 'what' they've
learned.
"We have at least two different types of memory: a spatial
memory system, and a set of systems for rote learning" (p.
85). Teaching that heavily emphasizes rote learning does not promote
spatial, experienced learning and can inhibit understanding.
"We understand and remember best when facts and skills are
embedded in natural, spatial memory" (p. 86). Experiential
learning is most effective.
"Learning is enhanced by challenge and inhibited by threat"
(p. 86). The classroom climate should be challenging but not threatening
to students.
"Each brain is unique" (p. 87). Teaching must be multifaceted
to allow students to express preferences.
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