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ERIC Number: EJ836317
Record Type: Journal
Publication Date: 2009-Apr
Pages: 5
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1529-8957
The Science of Learning
Barringer, Mary-Dean
Principal Leadership, v9 n8 p36-40 Apr 2009
Principals who are determined to help their teachers inspire all students to bold accomplishments while identifying the right strategies for their most complex and struggling learners need to have a relentless focus on making "learning" the core business of school. This isn't the same as emphasizing assessment data, standards, and instruction. Rather, it means focusing on the foundation upon which all those initiatives rest: an understanding of "how" people learn. This article discusses how findings from neuroscience and cognitive and behavioral science and their implications for learning can help principals equip their faculty members with strategies and tactics that make personalized and successful learning plans a reality. Equally important, their schools will unearth the unique strengths and affinities of uniquely wired minds. Not only will more students become successful learners but also schools will nurture many more diverse and creative minds. When minds are no longer misunderstood and interventions address students' "weak wiring," teachers, students, and parents replace old habits of frustration and defeat with a hopeful and optimistic sense that students can be successful and discover their strengths. (Contains 1 resource and 4 online resources.)
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001