Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
Search
Follow The Annenberg Learner on LinkedIn Follow The Annenberg Learner on Facebook Follow Annenberg Learner on Twitter
MENU
neuron in header
bottom of the neuron in header
Title of course:  Neuroscience and the Classroom: Making Connections

Neuroscience and the Classroom: Making Connections

Visuals By Type

Photographs

Dr. Tami Katzir

Dr. Tami Katzir

"I think researchers tend to simplify things. Educators in the classroom... (Introduction)

  • View More
Dr. Tami Katzir

Dr. Tami Katzir (from Introduction text)

"I think researchers tend to simplify things. Educators in the classroom see much more of the complexity. We need more of a discussion between educators and researchers, so we can form questions that are not as narrow and that capture the true lives and experiences of children."– Dr. Tami Katzir

Dr. Tami Katzir earned a PhD in Child Development, and is a senior lecturer at Haifa University, Israel. She is also a visiting professor at the University of California, Los Angeles.

Dr. Antonio Damasio

Dr. Antonio Damasio

"Emotion is the rudder for... (Introduction)

  • View More
Dr. Antonio Damasio

Dr. Antonio Damasio (from Introduction text)

"Emotion is the rudder for thinking." – Dr. Antonio Damasio

Dr. Antonio Damasio is an internationally recognized leader in neuroscience. His research has helped to elucidate the neural basis for the emotions and has shown that emotions play a central role in social cognition and decision-making. His work also has had a major influence on the current understanding of the neural systems, which underlie memory, language, and consciousness. Dr. Damasio directs the University of Southern California Brain and Creativity Institute.

Siri Fiske

Siri Fiske

"Teachers have to mix it up and try varied ways of reaching students. If I... (Introduction)

  • View More
Siri Fiske

Siri Fiske (from Introduction text)

"Teachers have to mix it up and try varied ways of reaching students. If I am only saying something one way, it may make sense to me, but students may not have that same association. If the analogies, metaphors, and connections are pertinent to me because of my experiences in life, then I'm the only one getting it. Start where they are, with the pathways that they already have created in their brains, and add on to that to create new connections for them. Teachers do this already." – Siri Fiske

Siri Fiske is a former middle-school science teacher who is currently an administrator designing the curriculum and programs for a new American high school in S. Korea. Siri is working on a doctorate in education to examine the most effective ways to teach empathy for people from other cultures.

Dr. Gary Scott

Dr. Gary Scott

"The tactics that are most productive center on a very old notion of... (Introduction)

  • View More
Dr. Gary Scott

Dr. Gary Scott (from Introduction text)

"The tactics that are most productive center on a very old notion of project- or problem-based learning. It starts with students' own interests in something that is important in their everyday lives."– Dr. Gary Scott

Dr. Gary Scott is an assistant professor of clinical education at the University of Southern California and a former high school teacher.

Dr. Kurt Fischer

Dr. Kurt Fischer

"This is one of the places that neuroscience and education come together... (Introduction)

  • View More
Dr. Kurt Fischer

Dr. Kurt Fischer (from Introduction text)

"This is one of the places that neuroscience and education come together just beautifully. To learn something in a chemistry class or a literature class, we need to learn to think in a new way that actually involves growing a neural network."– Dr. Kurt Fischer

Dr. Kurt Fischer is a professor of education and director of the Mind, Brain, and Education Program at Harvard University Graduate School of Education.

Siri Fiske

Siri Fiske

"Teachers need to know about neuroscience because there are myths out... (Introduction)

  • View More
Siri Fiske

Siri Fiske (from Introduction text)

"Teachers need to know about neuroscience because there are myths out there. And these myths help us stereotype students into different kinds of learners. Consider this idea: There is a right brain and a left brain, and each one controls for certain things. We are learning that's not true." – Siri Fiske

Siri Fiske is a former middle-school science teacher who is currently an administrator designing the curriculum and programs for a new American high school in S. Korea. Siri is working on a doctorate in education to examine the most effective ways to teach empathy for people from other cultures.

Eric Baylin

Eric Baylin

"It's important for teachers to know about the research because it can... (Introduction)

  • View More
Eric Baylin

Eric Baylin (from Introduction text)

"It's important for teachers to know about the research because it can support great intuitive teaching. It can also help us to understand how we can align our teaching to the ways in which the brain is functioning and to the ways in which teachers and students are learning." – Eric Baylin

Eric Baylin has been a teacher for 36 years, working with a variety of age levels in both public and private schools in New York and North Carolina. He currently works at Packer Collegiate Institute in Brooklyn, NY, a K–12 independent school established in 1854. In addition to teaching art and photography to middle- and high-school students, Baylin coordinates a program of collaborative faculty study groups in Packer's professional development program.

Dr. Mary Helen Immordino-Yang

Dr. Mary Helen Immordino-Yang

"I don't like to think of emotion and cognition as separate things.... (Unit 2)

  • View More
Dr. Mary Helen Immordino-Yang

Dr. Mary Helen Immordino-Yang (from Unit 2 text)

"I don't like to think of emotion and cognition as separate things. There's thinking. And thinking has an emotional aspect, and it has a cognitive aspect. You can analyze one aspect or the other... but real thinking is never divorced from emotion." – Dr. Mary Helen Immordino-Yang

Dr. Mary Helen Immordino-Yang is an assistant professor of education at the Rossier School of Education and an assistant professor of psychology at the Brain and Creativity Institute, University of Southern California. She is a cognitive neuroscientist and educational psychologist who studies the brain bases of emotion, social interaction, and culture and their implications for development and schools.

Gauge your emotional response

Gauge your emotional response

Take a moment to be aware of your emotional response as you look at this... (Unit 3)

  • View More
Gauge your emotional response

© Mary Helen Immordino-Yang

Gauge your emotional response (from Unit 3 text)

Take a moment to be aware of your emotional response as you look at this picture. How does this emotion manifest itself in your body—your heart rate, your breathing, your muscles? What thoughts does accompany these physical reactions?

Hallie Cohen

Hallie Cohen

"Kids like to know that they are going to be heard, and that what they are... (Unit 3)

  • View More
Hallie Cohen

Hallie Cohen (from Unit 3 text)

"Kids like to know that they are going to be heard, and that what they are saying is important and valuable. That is fundamental to all this." – Hallie Cohen

Hallie Cohen attended Cleveland Institute of Music; Ithaca College; and Binghamton University, State University of New York. She has taught in public schools in both New York and Ohio and is currently a string specialist and reading intervention teacher at Walnut Springs Middle School in Westerville, Ohio. As a freelance violinist she has played in orchestras in upstate New York, Washington, DC, Maryland, Virginia, Indiana, and Ohio, in addition to performing locally with the Central Ohio Symphony and Newark Granville Orchestra.

Dr. Paul Yellin

Dr. Paul Yellin

"I think the notion of mind, brain, and education is to be equal partners.... (Conclusion)

  • View More
Dr. Paul Yellin

Dr. Paul Yellin (from Conclusion text)

"I think the notion of mind, brain, and education is to be equal partners. The important issues that affect how children learn don't live in any one discipline... there needs to be a conversation across disciplines, and... as that conversation happens, first of all, we all have a lot to learn from each other, and more importantly, we can all be more effective in how we do our jobs." – Dr. Paul Yellin

Paul B. Yellin, MD, FAAP, is director of The Yellin Center for Mind, Brain, and Education, a student evaluation and professional development organization which provides customized support for students and educators based on emerging knowledge in neuroscience. Dr. Yellin is an associate professor of pediatrics at New York University School of Medicine, Department of Pediatrics.

Dr. Todd Rose

Dr. Todd Rose

"We've got to do a better job of recognizing just the natural... (Conclusion)

  • View More
Dr. Todd Rose

Dr. Todd Rose (from Conclusion text)

"We've got to do a better job of recognizing just the natural variability that kids bring to the table and designing school environments that deal with that." – Dr. Todd Rose

Dr. Todd Rose was diagnosed with ADHD as a young child and dropped out of high school with a 0.9 GPA. Now a faculty member at the Harvard Graduate School of Education he teaches a course on educational neuroscience. He is a research scientist designing next-generation learning environments at CAST (the Center for Applied Special Technology). Dr. Rose was a post-doctoral fellow with the Laboratory for Visual Learning (Harvard-Smithsonian Center for Astrophysics), where his work included NSF-funded research on the link between dyslexia and visual abilities in astrophysics.

Dr. Paul Yellin

Dr. Paul Yellin

"What we are hoping for is creating language, vocabulary, shared... (Conclusion)

  • View More
Dr. Paul Yellin

Dr. Paul Yellin (from Conclusion text)

"What we are hoping for is creating language, vocabulary, shared conversations, where we can help each other move forward in helping children... there's information out there that can help [teachers] understand the children in the classroom and help them really be more successful." – Dr. Paul Yellin

Paul B. Yellin, MD, FAAP, is director of The Yellin Center for Mind, Brain, and Education, a student evaluation and professional development organization which provides customized support for students and educators based on emerging knowledge in neuroscience. Dr. Yellin is an associate professor of pediatrics at New York University School of Medicine, Department of Pediatrics.

Dr. Abigail Baird

Dr. Abigail Baird

"Neuroscience is a complimentary field. You know, you shouldn't hear... (Conclusion)

  • View More
Dr. Abigail Baird

Dr. Abigail Baird (from Conclusion text)

"Neuroscience is a complimentary field. You know, you shouldn't hear something in neuroscience that doesn't make any sense to you. It shouldn't be something that's completely nonsensical... When you read a neuroscience finding, you should be able to think of three or four practical examples that you yourself have witnessed." – Dr. Abigail Baird

Dr. Baird is an assistant professor of psychology at Vassar College. Her research interests include the integration of emotion and cognition across development, with a particular focus on neural development during adolescence.

Dr. Mary-Helen Immordino-Yang

Dr. Mary-Helen Immordino-Yang

"I'm hoping that we can really make rich conceptual advances for the... (Conclusion)

  • View More
Dr. Mary-Helen Immordino-Yang

Dr. Mary-Helen Immordino-Yang (from Conclusion text)

"I'm hoping that we can really make rich conceptual advances for the role of emotion in learning and in education, because educational settings are social ones. The emotions that people experience in those settings shape the way that they engage with what they are learning."– Dr. Mary Helen Immordino-Yang

Dr. Immordino-Yang, assistant professor of education at the Rossier School of Education and assistant professor of psychology at the Brain and Creativity Institute, University of Southern California, is a cognitive neuroscientist and educational psychologist who studies the brain bases of emotion, social interaction, and culture and their implications for development and schools.

Content