Brain Research and Learning Theory: Implications to Improve Student Learning and Engagement [Kietas viršelis]

Educators reside in a binary space as both teacher and learner. In that space, they are responsible for continually and effectively developing the minds in their academic environment. A successful and efficacious educator performs teaching as an art form while imbuing the foundational science behind the brain's capacity to discover, discern, assimilate, accommodate, and critique information. This process is in no way static. Learning is active. Learning is participatory. Learn is indeed a verb. Rettig and Bailey have created a resource for teachers that enlivens the what, why, and how to best perform the active, artistic, and scientific processes of teaching and learning. -- Wynnetta Scott-Simmons, Ed.D, Professor Emerita (Retired) Dr. Rettigs lucid command of the neuroanatomical, neurodevelopmental, and neurobiological aspects of the human brain and its function are on full display in the opening section of his book x, accurately translated into laymans language that can easily inform readers from all scientific disciplines. His approach levels the playing field for academic educators seeking to both become more aware of the internal processes that influence psychological receptiveness to learning and to pro-actively develop practical strategies that leverage emerging neuroscientific-based principles to maximizing learning success. -- Dr. W. Joseph Herring, M.D., Ph.D. of the Johns Hopkins School of Medicine and Merck Research Laboratories