News
Multitasking, ADHD, and optimal study times were among the topics as scientists and educators shared their expertise during the “Attention and Engagement in Learning” summit this week in Baltimore. The summit was held at the American Visionary Art Museum in Baltimore on May 5 as part of the Neuro-Education Initiative at the Johns Hopkins School of Education.
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Commentary
The reduction and loss of arts programs in the schools puts more responsibility on families and the community to provide quality arts experiences, writes Susan Magsamen, co-director of the Neuro-Education Initiative at Johns Hopkins University School of Education. Families need to be strong educational partners with schools on behalf of their children.
Report
Neuroeducation: Learning, Arts, and the Brain: Findings and Challenges for Educators and Researchers from the 2009 Johns Hopkins University Summit
This free publication focuses on the convergence of neuroscientific research and teaching and learning, with an emphasis on the arts. It is the culmination of a summit sponsored by The Johns Hopkins University School of Education’s Neuro-Education Initiative, and includes an executive summary, edited transcripts of panel presentations, and a synthesis of roundtable discussions.
News
From The New York Times: New research on when young brains are best able to grasp fundamental concepts could reshape early education.
Commentary
From Washingtonpost.com: A guest blog by cognitive scientist Daniel Willingham on the
new publication from the Learning, Arts, and the Brain conference.
News
As scientists learn more about how the brain grows and learns, universities are developing programs to translate those insights into practical classroom strategies.
News
The latest research in neuroscience is providing evidence that supports a notion long argued by advocates: that the arts improve learning and cognition.
Commentary
"It is not possible to live by rationality alone," said cognitive-research pioneer Jerome Kagan during the Learning, Arts, and the Brain conference in Baltimore.
Commentary
Federal and state policy makers should expand their view of what constitutes an effective school based on the evidence of science and of experience, proposes a neuroeducation specialist at Johns Hopkins University. For example, at the school she ran in Baltimore, "as teachers designed arts-integrated lessons that fostered creative thinking, a transformation occurred in the school."
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