If you like to use memory aids in your classroom, this article provides mnemonic materials to learn neuroscience.Ĭarney, R. The Olympian struggle to remember the cranial nerves: Mnemonics and student success. The article provides the needed materials.īloom, C. Showercap Mindmap: a spatial activity for learning physiology terminology and location. Vanags T, Budimlic M, Herbert E, Montgomery MM, and Vickers T (2012). Follow the link for a blog post describing the activity. Divide students into small groups and have them label a showercap. By gaining insights into how the brain works-and how students actually learn-teachers will be able to create their own solutions to the classroom challenges they face and improve their practice." "Insights drawn from neuroscience not only provide educators with a scientific basis for understanding some of the best practices in teaching, but also offer a new lens through which to look at the problems teachers grapple with every day. Psychology Learning and Teaching, 10 (1), 40-45.įree Neuroscience Course for Educators from the Annenberg Foundation Got neurons? Teaching neuroscience mnemonically promotes retention and higher-order thinking. provide 25 neuroscience terms, keywords, meanings, and mental images that may aid student's comprehension. This can affect your mood or make you sleepy. (2011) describe the benefits of using the keyword mnemonic to teach neuroscience terms such as Amygdala (army), "An army (amygdala) has to control aggression and fear in battle." Or "Imagine that someone serenades (serotonin) you. Got Neurons? How to Teach Neuroscience Mnemonically. What are some confounding variables? Are their biases? The activity is flexible enough to be the start of quite a few subsequent activities, discussions and assignments. Have you students predict what would happen with eyes closed. Ask "is this an approximate speed for the neural transmission." For the research tie-in, have your students predict what would happen if student grabbed the other wrist and reversed the direction. ![]() Add that combined distance and divide by the time it took the signal to get around the circle. For tie-ins to the neural unit, estimate or measure the arm length + shoulders + neck of each student. Do this a for a few instances and record the time for each trial. Stop the stop watch as soon has he says "stop." Record the time on the board. Have the last person in the circle say "stop" when they feel the squeeze. As soon as that person feels the squeeze, he will then squeeze the left wrist of the other class mate and so on. Start the stopwatch at the same time you say "go." The student you designate as the initiator will then squeeze the wrist of the person to his right. ![]() Assign one person the job of starting the impulse. Have each student use their right hand to grab the left wrist of a classmate. Have students stand up in a circle around the room. You will need a stop watch and a calculator. Generally, the unit comes after the unit on research methods, so this activity is a nice one to tie the two units together. Speed of neural impulse demonstration (courtesy of Joseph Swope via PSYCHTEACHER listserv 9/10/13)
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