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Scoop.it!
There have been many studies and findings published in the fields of learning science, neuroscience, cognitive science, etc., that provide insights into how people learn most effectively. One would think that this would be something that the makers of education technology products and services would seek to leverage as they design and promote their wares. Yet this is not often the case. 
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Scoop.it!
As teachers, we are always looking for fresh teaching strategies that allow our students to retain and process the information that we teach them. Sometimes we tell our students to reread something in hopes that it will help them remember it better. Other times we encourage them to practice, practice, practice because we have all heard the saying “Practice makes perfect.” But we all know that in reality, some things just go in one ear and out the other. In fact, research has shown that if we don’t do anything with the new information that we learn within one hour of learning it, we will have forgotten about 50 percent of it.
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A summary and examples of 7 unusual learning techniques for eLearning that Logicearth Learning Services uses in their modern eLearning content. Via EDTECH@UTRGV
Rosemary Tyrrell, Ed.D.'s curator insight,
August 14, 2015 11:40 AM
Excellent tips for both online and face-to-face presentations. I love the "cast of characters" idea.
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Brain-based learning isn’t a new concept, but it’s enjoying renewed attention thanks to the teacher accountability movement begun by President George W. Bush and continued by President Barack Obama. In a nutshell, teachers who use brain-based techniques don their “neuroscientist” hats and focus on creating experiences that cater to the inner workings of their students’ brains.
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This classroom model shows how technology can maintain research-proven effective learning tactics. Via EDTECH@UTRGV
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Learning changes dramatically when students have opportunities to produce work that matters to them. We know this from our own lives but don’t always do a good job of honoring it in schools. It’s easy for me to recall times when I dragged my feet completing a task, or rushed through a requirement that was imposed on me. And I have memories of skipping meals or staying up too late to work on projects that felt meaningful.
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Teachers can take cues from brain research to boost student learning, writes Benedict Carey of The New York Times.
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