- Additional Authors
- Description
- 1 online resource (1 PDF (v, 115 pages) :) : illustrations.
- Summary
- Despite the introduction of new technologies for classrooms, many seminary courses still utilize primarily auditory methods to convey content. Course outcomes may include opportunities for learners to demonstrate knowledge and skills gained but may not include opportunities for learners to begin to embed knowledge and skills into their long-term memory. Educators are engaging with neuroscientists to reshape classroom practices, content delivery, curriculum design, and physical classroom spaces to enhance students' learning and memory, primarily in elementary and secondary education. Why not in seminary education? An overview of how learning occurs in our brain, what the different types of memory are, and how memory is created serves as a framework for suggesting pedagogical tools. These brain-friendly tools are specifically applied to individual academic disciplines, enabling instructors to make concrete modifications in the structure and content of what is taught, making learning more 'sticky.' Inglis's synopsis of the use of neuroscience in the classroom and suggested action is followed by a collaborative dialogue with Kathy L. Dawson and Rodger Y. Nishioka. Dawson and Nishioka provide practical commentary regarding the successful implementation of Inglis's proposed approach. As a group, Inglis, Dawson, and Nishioka create a text that extends pedagogical innovation in inspiring but practical ways.
- Series Statement
- Seminarium elements
- Uniform Title
- Sticky Learning (Online)
- Seminarium elements.
- Book collections on Project MUSE.
- Alternative Title
- Sticky Learning (Online)
- Subject
- Note
- Issued as part of book collections on Project MUSE.
- Bibliography (note)
- Includes bibliographical references (pages 114-115).
- Access (note)
- Access restricted to authorized users.
- Source of Description (note)
- Description based on print version record.
- Contents
- Where we are. The changing landscape / Holly J. Inglis -- Where we are headed. The nature of learning / Holly J. Inglis -- How the brain works / Holly J. Inglis -- How memory works / Holly J. Inglis -- The courage to change the things you can. Tips for sticky learning / Holly J. Inglis -- The artistic and even risky endeavor of teaching : a narrative response to "Tips for sticky learning" / Rodger Y. Nishioka -- What's a teacher to do? / Holly J. Inglis -- Reimaging course design : a case study / Kathy L. Dawson.
- OCLC
- ssj0001409775
- Author
Inglis, Holly J.
- Title
Sticky Learning [electronic resource] : Hwo Neuroscience Supports Teaching That's Remembered / Holly J. Inglis ; with Kathy L. Dawson, Rodger Y. Nishioka.
- Imprint
Baltimore, Md. : Project Muse, 2014 (Baltimore, Md. : Project MUSE, 2015)
Minneapolis [Minnesota] : Fortress Press, [2014] (Baltimore, Md. : Project MUSE, 2015)
- Series
Seminarium elements
Seminarium elements.
Book collections on Project MUSE.
- Bibliography
Includes bibliographical references (pages 114-115).
- Access
Access restricted to authorized users.
- Connect to:
- Added Author
Nishioka, Rodger Y.
Dawson, Kathy L.
Project Muse.
- Other Form:
Print version: 1451488785 9781451488784