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Sticky learning = how neuroscience s...

Inglis, Holly J.

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Sticky learning = how neuroscience supports teaching that's remembered /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Sticky learning/ Holly J. Inglis, Kathy L. Dawson, Rodger Y. Nishioka.
Reminder of title:	how neuroscience supports teaching that's remembered /
Author:	Inglis, Holly J.
other author:	Dawson, Kathy L. ,
Published:	[Minneapolis, MN] :Fortress Press, : 2014.,
Description:	1 online resource (123 p.)
[NT 15003449]:	Sticky learning: how neuroscience supports teaching that’s remembered -- Contents -- Part one. Where we are -- Chapter 1. The changing landscape -- Part two. Where we are headed -- Chapter 2. The nature of learning -- Chapter 3. How the brain works -- Chapter 4. How memory works -- Part three. The courage to change the things you can -- Chapter 5. Tips for sticky learning -- Chapter 6. The artistic and even risky endeavor of teaching: a narrative response to “tips for sticky learning” -- Chapter 7. What’s a teacher to do? -- Chapter 8. Reimagining course design: a case study -- Works cited.
Subject:	Learning, Psychology of. -
Online resource:	http://portal.igpublish.com/iglibrary/search/NBNB0002532.html

Sticky learning = how neuroscience supports teaching that's remembered /
Inglis, Holly J.

Sticky learninghow neuroscience supports teaching that's remembered /[electronic resource] :Holly J. Inglis, Kathy L. Dawson, Rodger Y. Nishioka. - 1st ed. - [Minneapolis, MN] :Fortress Press,2014. - 1 online resource (123 p.)

Includes bibliographical references and index.

Sticky learning: how neuroscience supports teaching that’s remembered -- Contents -- Part one. Where we are -- Chapter 1. The changing landscape -- Part two. Where we are headed -- Chapter 2. The nature of learning -- Chapter 3. How the brain works -- Chapter 4. How memory works -- Part three. The courage to change the things you can -- Chapter 5. Tips for sticky learning -- Chapter 6. The artistic and even risky endeavor of teaching: a narrative response to “tips for sticky learning” -- Chapter 7. What’s a teacher to do? -- Chapter 8. Reimagining course design: a case study -- Works cited.

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 brain-friendly approaches to teaching enables seminary instructors to make concrete modifications in the structure and content of what they teach, 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 Dawson and Nishioka. --Book cover.

Source: 786678660002532Subjects--Topical Terms:

519115
Learning, Psychology of.

LC Class. No.: LB1060 / .I54 2014

Dewey Class. No.: 612.823

Sticky learning = how neuroscience supports teaching that's remembered /
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504 $a Includes bibliographical references and index.
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520 $a 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 brain-friendly approaches to teaching enables seminary instructors to make concrete modifications in the structure and content of what they teach, 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 Dawson and Nishioka. --Book cover.
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