Researchers at George Mason University (one a former K12 special-education teacher) have asked your help as they seek to learn more about how teachers apply, or might apply, brain-based research. They write: “We’d like to understand more about what teachers think, and what questions they’d like asked by the researchers (as one issue is that neuroscientists don’t pose the most useful research questions for teaching pedagogy).” You can contribute to this useful work by taking this fascinating 10-minute survey.
It’s the third time this week that I’ve heard this kind of sentiment from educational neuroscientists (who in my opinion are second only to teachers in the intellectual fascination of their field). From the Royal Academy on Neuroscience and Education in the UK, a newly published report in its series “Brain Waves” makes a plea for a “common language” that would bridge the gulf between educators, psychologists, and neuroscientists. (May we suggest starting with, “What does it take to get really good at something?”) The report also recommends a greater role for neuroscience in educational policy (yes!) and more training of teachers in its concepts, and it discusses the challenges of applying neuroscience principles to the classroom. Definitely worth a look!
Along precisely those lines, the Practice Project has just entered into a fascinating dialogue with a group of master teachers who serve as an advisory panel to a National Science Foundation Science of Learning center at the University of California, San Diego. We spent part of our Saturday yesterday mulling over the essential questions that teachers might ask scientists (and vice versa), if they hope to connect the everyday challenges of the classroom with cutting-edge work in the field. “How does a teacher light a fire in the student’s mind?” one teacher mused. “And what’s the science behind that?”
We’d love to hear your own questions about that! I’ll send a complimentary copy of Fires in the Mind to the best comments we receive.