Abstract
Walker and colleagues (2019) posited that brain literacy has the potential to help educators meet the needs of diverse learners. They considered three factors: (1) the foundations for incorporating neuroscience in professional educator development; (2) a brief review of the science of learning literature; and (3) the potential benefits of teaching practices informed by neuroscience knowledge compared to traditional teaching practices. They concluded with three strategies for developing brain literacy in educators, as a starting point for translating neuroscience knowledge into classroom practices.
Type
Publication
Walker, Z., Hale, J. B., Chen, S. H. A., & Poon, K. (2019). Brain literacy empowers educators to meet diverse learner needs. Learning: Research and Practice, 5(2), 174-188. doi:10.1080/23735082.2019.1674910
Annabel Chen
Professor of Psychology
Lab Director
Dr. SH Annabel Chen is a clinical neuropsychologist, and currently a Faculty member of Psychology at the School of Social Sciences.