Reviewed Video Michael Thomas Neuroscientist - hgunn.uk


  This video by MichaelThomas, who is a neuroscience educationalist in the University of London, is extremely interesting. There are neuroscience informing on education, such Christine Hinton, in Harvard School of Education. There is evidence that will become the equivalent to physician's in medicine.

       

         The must be caution in referring to neuro-science because a lot of myths about. Proven research is accepted by a range of authorities in their fields. The problem of relating proven research to schools is that they are concentrated learning institutions teaching children wide spread of learning potential and personalities. He argues that cognitive research should offer certain to stop the cycle of educational change, fashion.


           Michael Thomas is reference to the research on science is very interesting. We know that science is supressing children's intuition, such as the use of the words 'clouds of smoke' is creating rain clouds


>>> Schliecher Pisa Video

Educational Neurosicence – Univeristy of Londonn


Neil Thomas Video (Click)


New findings on the mechanism of learning relate to outcomes.


Psychology is trying to understand how the mind works.


All we can see is peoples behaviour from the outside. We try to infer from causal entities,
and mechanisms we cannot see based on observing overt behaviour.


We refer to things like working memory, attention, perception and motion.


We tend to think of the technology of the day, such a steam or desktop computer


We need to find out what the brain finds hard and easy to do.


Neuro-science has an impact on economics and law.


Education.


Brian mechanisms of learning. 


Teachers are the experts in the classrooms.
They do not know the mechanisms of learning like doctors


Trial and error accumulation leads to changes of fashion over decades


U.K. excited about neuro-science – teachers embrace neuro-myths – such as the influence water


Neuroscience and education may be two disciples too far apart.


A big translation is needed to convet  euro-science into education. 


Issues like when to repeat information needs to be established.


Psychologists need to talk about education

.
Why am I able to learn French Vocabulary, but I forget it a few months or years later, but I do not forget I am frightened about spiders?



Why after a good nights sleep I remember things better?


Why do teenagers do risky things to impress their friends?


Why do children learn languages better at five than fifty?


All these things have no basis for understanding like a computer.


Why when I am stressed out in an exam, my mind goes blank?


There are aspect like phobia, sleeping, and aging that are not like how a computer works.


When a child or adult is taught a skill they get better at it, bit it is difficult to find activities that make people better at everything. 


People say that meditation makes you better at everything and musical instrument may increase intelligence.


Training on a skill improves that skill


Computer processing in terms of general mechanism in terms of central processing unit. 


The brain is structured in specialised, specific circuits – strengthening the circuits in one circuit does not activate the others.


There is a brain control system, which controls the right circuits not the wrong one 
We ned to train the control system.


The brain is the seat of the emotions, which needs to be managed.


Early days of research


The brain gradually grows specialised areas over weeks and weeks – some as those for reading and maths – other are visual word centres.


Dyslexia limits their abilities


Science knowledge overrides intuitively – to a 6 year the world looks flat. 


Experts scientist axtively inhibit irrelevant intuitive knowledge and activate their scientific knowledge


Learning science needs the inhibition of the irrelevant


Intelligent children may be more equipped to turn off inhibitions.


Very intelligent children have good inhibitory skills.