Neuroteach: formative assessment

The more a teacher knows about neuroscience the more differentiated his or her instruction will be.

Students should be praised for their intelligence not their effort.

The ability of the brain to change stops around the age of 16.

Human brains seek and often quickly detect novelty.

Humans use about 10% of their brains.

Integrating the arts into the curriculum enhances learning and understanding.

Informing students before an assessment that they will receive feedback/results sooner lessens their performance.

Providing students opportunities to self-correct wrong answers enhances retention of information.

Spaced instruction and studying enhance long-term memory consolidation better than mass instruction and review.

There are brain differences by race

Listening to music with words while studying enhances a student’s ability to learn material.

A student’s emotions affect learning, memory, and recall of information.

Frequent, ungraded, formative assessments enhance memory consolidation.

Multi-tasking reduces memory consolidation.

Some students are left-brained and some students are right-brained.

Regularly changing the decorations and/or organization of a classroom enhances attention.

Individuals learn better when teachers teach and assess in their preferred learning styles.

In a class period, the information that is delivered first is what students remember best and the information that comes last is what the students remember second best.

Sleep enhances memory consolidation.

Learning is enhanced by challenge and inhibited by threat.

Having students memorize information is an outdated instructional strategy.

Providing students choice in their learning enhances engagement and deepens learning

Brains are able to multitask.

The more teachers understand principles from educational neuroscience the more they will believe in a student’s ability to improve their academic performance.