Chapter 1: Follow the Research.
Doyle started the chapter by defining
learning.
Learning is a change in neuron-networks of
the brain (Goldberg; 2009; Ratey, 2001).According to researchers, when students learn new things; new neurons are formed each time a new thing is learned.
The author explained Learner Centered Teaching as the first teaching method based on science. Students need to move while learning unlike the traditional teaching method when students were to sit for hours in class listening to the instructor. This chapter emphasizes on research in order to
optimize students’ learning.
A few examples of Cognitive Enhancements were explained. These includes: behaviors, drugs, nutrients and other stimuli that help the brain produce more neurons while learning. The author preferred exercise rather than drugs.
If students want to learn, they must use the new methods of learning. In the traditional method, students used to cram for an examination. This method does not show that students learn new things by only cramming. This can be proved by asking students the same questions after their examinations.
They will hardly remember a thing.
learning.
Learning is a change in neuron-networks of
the brain (Goldberg; 2009; Ratey, 2001).According to researchers, when students learn new things; new neurons are formed each time a new thing is learned.
The author explained Learner Centered Teaching as the first teaching method based on science. Students need to move while learning unlike the traditional teaching method when students were to sit for hours in class listening to the instructor. This chapter emphasizes on research in order to
optimize students’ learning.
A few examples of Cognitive Enhancements were explained. These includes: behaviors, drugs, nutrients and other stimuli that help the brain produce more neurons while learning. The author preferred exercise rather than drugs.
If students want to learn, they must use the new methods of learning. In the traditional method, students used to cram for an examination. This method does not show that students learn new things by only cramming. This can be proved by asking students the same questions after their examinations.
They will hardly remember a thing.