TABLE 1.
Various teaching techniques and their possible neuronal bases
| Neuroscientific principle discussed in this Feature | Psychological or educational findings or ideas that may correspond to the neuroscientific principle | Teaching techniques that may harness the corresponding principlea |
|---|---|---|
| Synaptic plasticity is specific to the particular neurons that are active together. | Active forms of studying improve test performance over passive forms. | Frequent, active homework |
| Deliberate practice is important for gaining expertise. | Deploying varied types of assessments | |
| Giving students time in class to discuss, write, and solve problems | ||
| Memories are encoded as synaptic networks. | Encoding knowledge relationally helps in remembering it. | Concept maps |
| Preassessments that tie new material to preexisting knowledge | ||
| Activities that ask students to compare, synthesize, and evaluate | ||
| Dopamine and ACh, released during states of motivation and attention, boost synaptic plasticity. | Motivation and attention increase learning. | Problem-based learning |
| Tailoring examples and activities to identified student interests | ||
| Cortisol, released during stress, depresses synaptic plasticity. | Stereotype threat undermines learning and performance. | Using culturally diverse examples |
| Values affirmation | ||
| Equity strategies |
Middle: psychological or educational findings or ideas that may correspond to the neuroscientific principle.
a
Techniques discussed at length in the text are bolded.