Summary: Neuroscience tells us that the products of the mind - thought, emotions, artistic creation - are the result of the interactions of the biological brain with our bodily senses and the physical world: in short, that thinking and learning are the products of a biological process. Learning is literally a physical phenomenon.
James Zull invites his teacher colleagues -- in higher education or any other setting -- to accompany him in his exploration of what scien ...show moretists can tell us about the structure and processes of the brain; and to discover with him what this knowledge means practically for teaching and learning.
He describes the brain in clear non-technical language and an engaging conversational tone -- and with simple but telling diagrams -- highlighting the functions of its parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher.
The realization that learning is not only physical, but that the act of learning actually changes the brain by growing new synapses and developing more internal connections, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching.
Brain biology illuminates concepts such as learning styles, explains the role of emotions and motivation in learning, the implications of students' prior knowledge, the importance of reflection, and demonstrates what concrete examples and experience contribute to learning.
James Zull's book opens up fresh ways of looking at teaching that will be valued because it is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and dealing with students as uniquelearners.