Matching the Neurobiology of Learning to Teaching Principles
Abstract
The authors describe principles of good teaching drawn from meta-analyses of research on teaching effectiveness. Recent developments in neurobiology are presented and aligned to provide biological support for these principles. To make it easier for college faculty to try out sample instructional strategies, the authors map principles of good teaching and brain functions to specific teaching practices. Finally, they address potential obstacles to implementing these instructional strategies to create awareness of additional support college faculty may need.
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