Zaretta Hammond: Using Neuroscience to Help Students |

Zaretta Hammond, author of Culturally Responsive Teaching and the Brain, breaks down the neuroscience behind student learning.
Read highlights here: bit.ly/32xZ4Nw
This is part 2 of a 4-part interview.
Part 1: • Zaretta Hammond: Cultu...
Part 3: • Zaretta Hammond: Class...
Part 4: • Zaretta Hammond: How t...
Find our other #PLtogether Lounge Talks at pltogether.org/ and learn more about ways to support teachers at www.edthena.com/.

[@mmlvx]

I love this explanation.

[@larranag]

Understand more deeply how their actions have an impact on children and their families with asset based pedagogy and encouraging ifelong critical thinkers.

[@jessstuart7495]

I have to disagree with the "love to learn together" statement. Group learning is not optimal learning. Each individual must conform to the group's pace. One or two individuals can slow down the entire group's progress to a grinding halt. Group learning may be optimal instruction (offloads a lot of the instruction workload from the teacher), but it my experience, it is not a good learning strategy. It is far too easy for bad assumptions, sloppy methods, poorly structured thinking, and bad habits to arise when you essentially have the blind (students) leading the blind (other students).
I can respect the fact some students may find it more comfortable to learn from their peers rather than from their teacher, but this was never the case for me. For some classes, I didn't even like learning from my teachers, and preferred to learn directly from books and textbooks! Teaching students to be less dependent on others for their learning (more individualistic) is an important skill in its own right (higher education).