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Moving From Engagement to DEEPER THINKING: To make learning last, educators need to design instruction that reflects how the brain works.

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Bibliographic Details
Title: Moving From Engagement to DEEPER THINKING: To make learning last, educators need to design instruction that reflects how the brain works.
Authors: Heal, Jim1 jheal@deansforimpact.org, Goodwin, Bryan2 bgoodwin@mcrel.org
Source: Educational Leadership. Apr2023, Vol. 80 Issue 7, p27-31. 5p.
Subject Terms: *Learning, *Teaching methods, *Curriculum planning, *Student engagement, *Critical thinking, *Cognitive science
Abstract: In the article, the authors discuss how teachers should design their instructions or lessons that reflects the working processes of the brain to improve student engagement and thinking skills. Also cited are how to develop instructional conditions for engagement-as-learning, cognitive science, and some practical strategies for teachers like acknowledging that not all prior knowledge is created equal.
Database: Education Research Complete
Description
Abstract:In the article, the authors discuss how teachers should design their instructions or lessons that reflects the working processes of the brain to improve student engagement and thinking skills. Also cited are how to develop instructional conditions for engagement-as-learning, cognitive science, and some practical strategies for teachers like acknowledging that not all prior knowledge is created equal.
ISSN:00131784