Neuro-Education: A Translation from Theory to Practice

How does the brain actually process sensory input for learning? Why do children retain some knowledge but quickly forget other pieces of information? Given that approximately 95% of children think by making visual pictures in their minds, how can educators inspire students to draw upon these strengths to promote higher-order cognition and empathy for others? These questions and more are explored in this first book of The Neuro-Education Academic Series (Neuro-Education Press). Practitioners of Neuro-Education, who work with a diverse range of student populations including English Language Learners, individuals with special needs, children who are deaf/hard of hearing, general education classrooms, struggling readers, and youth with Autism Spectrum Disorders (ASD) share their work in Neuro-Education throughout this Academic Series.Within this series, these authors define Neuro-Education as the study of how children learn best, acquire new information, and use knowledge to advance their own thinking. Drawing from the fields of neuroscience, cognitive psychology, and language, the authors use brain-based scientific findings to develop a novel approach to working with students. Furthermore, the authors define the need for understanding the meaningful (semantic), relevant (semiotic), and communicative (pragmatic) importance of using language in translating neuroscience for educational purposes. The Neuro-Education Academic Series is designed to help educators make a paradigm shift in their practice from teacher-directed pedagogy to a framework that considers learning from the perspective of the pupil.In order for Neuro-Education to be a legitimate field, it must be anchored by scientific research that showcases its efficacy. This research has culminated in the creation of the Neuro-Semantic Language Learning Theory (NsLLT), proposed by Dr. Ellyn Arwood, which is the primary lens of translation from research to educational practice used in this Academic Series. This first title documents how eleven contributing authors used the principles of the NsLLT to transform their classrooms into laboratories of learning. The author of each chapter provides evidence of the gains that are possible by incorporating the NsLLT as the foundation to educational lessons. Educators, parents, and anyone who works with students can use the methods presented here to revolutionize their approach to facilitating learning in multiple student populations. Read more