Neuroteach: A Formative Assessment
The more a teacher knows about neuroscience the more differentiated his or her instruction will be.
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Students should be praised for their intelligence not their effort.
1 point
The ability of the brain to change stops around the age of 16.
1 point
Human brains seek and often quickly detect novelty.
1 point
Humans use about 10% of their brains.
1 point
Integrating the arts into the curriculum enhances learning and understanding.
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Informing students before an assessment that they will receive feedback/results sooner improves their performance.
1 point
Providing students opportunities to self-correct wrong answers enhances retention of information.
1 point
Spaced instruction and studying enhance long-term memory consolidation better than mass instruction and review.
1 point
There are brain differences by race.
1 point
Coordination tasks, such as throwing a ball from one hand to the other, help integrate the two hemispheres of an individual's brain
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A student’s emotions affect learning, memory, and recall of information.
1 point
Frequent, ungraded, formative assessments enhance memory consolidation.
1 point
Some students are left-brained and some students are right-brained.
1 point
Differences in hemispheric dominance mean that some students are more analytical (left-brained) and some more creative (right-brained).
1 point
Individuals learn better when teachers choose to present information in each student's preferred learning style.
1 point
In a class period, the information that is delivered first tends to be what students remember best and the information that comes last tends to be what they remember second best.
1 point
Sleep enhances memory consolidation.
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Learning is enhanced by challenge and inhibited by threat.
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Having students memorize information is an outdated instructional strategy.
1 point
Providing students choice in their learning enhances engagement and deepens learning.
1 point
Brains are able to multitask cognitive demands.
1 point
Neuroplasticity means that while there is a genetic component to intelligence, there is also a significant component that depends on the environment and experiences an individual has.
1 point
Intelligence is fixed at birth. Our brains rewire, but based on a template solely determined by an individual's genetic code.
1 point
The more teachers understand principles from educational neuroscience the more they will believe in a student’s ability to improve their academic performance.
1 point
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This form was created inside of St. Andrew's Episcopal School.