Category

Lisa Chipongian

What is “Brain-Based Learning”?

The Organ of Learning To many, the term “brain-based learning” sounds redundant. Isn’t all learning and teaching brain-based? Advocates of brain-based teaching insist that there is a difference between “brain-compatible” education, and “brain-antagonistic” teaching practices and methods which can actually… Continue Reading →

Looking at Autism from the Inside

Among teachers, parents, and therapists who are interested in autism, Temple Grandin is a familiar name, a high-profile example that one can be diagnosed with autism and grow to lead a productive and independent life. In addition to her formidable… Continue Reading →

Is There a Critical Period for Learning a Foreign Language?

The Myth of Missed Opportunities A popular misconception regarding second-language learning is that there is a window, or critical period, for learning a second language that shuts down around the onset of puberty. In his article, “Is There a ‘Child… Continue Reading →

The Cognitive Advantages of Balanced Bilingualism

During the past century, and especially over the last ten years, bilingual education has been the subject of intense political debate. In California, where 25% of K-12 students speak a language other than English as their native language, the debate… Continue Reading →

Multiple Intelligences in the Classroom

Learn more about Gardner’s theory of multiple intelligences as it applies to education. This article explores an important part of implementing Gardner’s theory in the classroom: assessing students’ “intelligences profiles.” “If a child is not learning the way you are… Continue Reading →

Can Music Education Enhance Brain Functioning and Academic Learning?

Echoing Mozart: Discovering a Link between the Brain and Music When Gordon Shaw and Frances Rauscher published the results of their study on the relationship between music and spatial task performance in 1993, the “Mozart effect” became a popular term…. Continue Reading →

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