Busting Neuromyths and Embracing Embodied Learning: Using a Faculty Learning Community
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lcjAbstract
The authors share the story of a group of faculty adapting neuroscientific information into their teaching and learning practices. What began as a small book club evolved into a campus wide transdisciplinary faculty learning and research community. The growing literature on neuroscience provides an opportunity to understand learning at a deeper level and challenges educators to incorporate it into the teaching/learning process. The growth of this team has led to faculty learning, applied classroom research, and advocacy to others to examine the possibilities of an embodied approach to teaching/learning.
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