What do you think?
Rate this book
Brain Matters: Translating Research Into Classroom Practice
Everyone agrees that what we do in schools should be based on what we know about how our brain learns. Until recently, however, we have had few clues to unlock the secrets of the brain. Now, research from the neurosciences has greatly improved our understanding of the learning process, and we have a much more solid foundation on which to base educational decisions.
In this book, Patricia Wolfe makes it clear that before we can effectively match teaching practice to brain functioning, we must first understand how the brain functions. In Part I, several chapters act as a mini-textbook on brain anatomy and physiology. Then, in Part II, Wolfe brings brain functioning into clearer focus, describing how the brain encodes, manipulates, and stores information. This information-processing model provides a first look at some implications of the research for practice--why meaning is essential for attention, how emotion can enhance or impede learning, and how different types of rehearsal are necessary for different types of learning.
In Part III, Wolfe devotes several chapters to practical classroom applications and brain-compatible teaching strategies. This section shows how to use simulations, projects, problem-based learning, graphic organizers, music, rhyme and rhythm, writing, active engagement, and mnemonics. Each chapter provides examples using brief scenarios from actual classroom practice, from the lower elementary grades to high school. The book also includes a glossary of terms.
207 pages, Paperback
First published January 1, 2001
19 people are currently reading
151 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 12 of 12 reviews
August 7, 2012
Some scientists and educators think it is too soon to apply brain research to the classroom, because we don't know enough yet. The field is so new, they say, and the discoveries in many cases so narrow in their focus, that we run the risk of making false assumptions and perhaps even dangerous applications.
On the one hand, their caution is warranted. Educators have a history of jumping on bandwagons, and they often have accepted unproven theories as fact and have applied strategies without careful analysis of their effectiveness. There is still a great deal we do not know about how the human brain functions. Neuroscience research is in its infancy, and newstudies often refute the previous month's findings.
On the other hand, it would be foolish to wait until all the research is in and we have absolute certainty before beginning our study of the brain and discussing the possible implications and applications of research findings. Much of the research already confirms what experienced educators have long known and used in their classrooms. What the research adds, at this point, is a partial understanding of why certain procedures or strategies work. As a result, we no longer have to operate intuitively but can begin to articulate and explain the rationale for what we do. Madeline Hunter said that the problem with teaching intuitively is that intuition is sterile: It can't be passed on. For this reason, teachershave often had difficulty explaining their craft to others.
This book also contains more caveats than definitive answers, because the field is so new and not all neuroscientists agree on the findings. I believe, however, that focusing staff development on the results of brain research will not only stimulate further interest and study, but will also provide a newer framework for understanding the complex and difficult job of teaching the human brain.
On the one hand, their caution is warranted. Educators have a history of jumping on bandwagons, and they often have accepted unproven theories as fact and have applied strategies without careful analysis of their effectiveness. There is still a great deal we do not know about how the human brain functions. Neuroscience research is in its infancy, and newstudies often refute the previous month's findings.
On the other hand, it would be foolish to wait until all the research is in and we have absolute certainty before beginning our study of the brain and discussing the possible implications and applications of research findings. Much of the research already confirms what experienced educators have long known and used in their classrooms. What the research adds, at this point, is a partial understanding of why certain procedures or strategies work. As a result, we no longer have to operate intuitively but can begin to articulate and explain the rationale for what we do. Madeline Hunter said that the problem with teaching intuitively is that intuition is sterile: It can't be passed on. For this reason, teachershave often had difficulty explaining their craft to others.
This book also contains more caveats than definitive answers, because the field is so new and not all neuroscientists agree on the findings. I believe, however, that focusing staff development on the results of brain research will not only stimulate further interest and study, but will also provide a newer framework for understanding the complex and difficult job of teaching the human brain.
November 4, 2017
I had a hard time rating this book because it was so outdated. I normally kind of love reading old Neuroscience books because it feels so amazing to compare them to what we know currently. But to think of a 2001 book as so antiquated felt bizarre. I.E. Spectra imaging is a huge part of 2017's brain awareness and something everybody knows about. But it's not "on the horizon" not even able to be vaguely explained yet in this 2001 book which has huge implications for the differences in what is written versus what we know now about the brain, which of course is no fault of the author's.
What I loved about this book was the clear consider short chapters. Another part I loved was nearly all the books/studies that were cited were books that I'd already read so it was like hearing from an old friend and seeing them get recognition. I.E. The case of H.M. from "Permanent Present Tense" or SPECTRA imaging being "on the horizon".
Another thing I loved about this book was in looking up MEG imaging I learned that it was a result of SQUID. Which was invented in Ford Motor research lab as a result of unfettered research. SQUID led to MEG imaging being able to pinpoint seizure location which likely led to VNS improving the lives of ppl w seizures. Incredible.
The first 1/2 was a very enjoyable read (anatomy). The 2nd 1/2 felt like it was reaching for anything to drag it on. I.E. In describing mnemonics (which we all already know) the author gave such a long list of them. 1-2 examples would have sufficed. Although there is a pro & a con to everything so the pro to this was that I learned a few that I had not heard before.
I decided to go with a 5 basing my review as if I read this in 2001. To be fair, it was advanced for its time (though it shouldn't have been). So kudos to her for this.
What I loved about this book was the clear consider short chapters. Another part I loved was nearly all the books/studies that were cited were books that I'd already read so it was like hearing from an old friend and seeing them get recognition. I.E. The case of H.M. from "Permanent Present Tense" or SPECTRA imaging being "on the horizon".
Another thing I loved about this book was in looking up MEG imaging I learned that it was a result of SQUID. Which was invented in Ford Motor research lab as a result of unfettered research. SQUID led to MEG imaging being able to pinpoint seizure location which likely led to VNS improving the lives of ppl w seizures. Incredible.
The first 1/2 was a very enjoyable read (anatomy). The 2nd 1/2 felt like it was reaching for anything to drag it on. I.E. In describing mnemonics (which we all already know) the author gave such a long list of them. 1-2 examples would have sufficed. Although there is a pro & a con to everything so the pro to this was that I learned a few that I had not heard before.
I decided to go with a 5 basing my review as if I read this in 2001. To be fair, it was advanced for its time (though it shouldn't have been). So kudos to her for this.
April 18, 2024
Another school book. Very interesting to see the intersection of emerging neuroscience and education. Although many of the take-aways are not super applicable for my professional setting, I still found it interesting.
Read as an online textbook thru the university.
Read as an online textbook thru the university.
March 2, 2023
The brain is very fascinating. It has so much potential, and we have much more to learn about this fantastic powerhouse.
June 28, 2013
I read this book as part of my master's program class on contemporary learning theory. However, I hesitated reviewing this because I did not read it in its entirety. In fact, I only was required to read five of its 14 chapters, so just a disclaimer that my review is not based on the full text.
This book looks at how knowledge about brain structure and function can be used by educators to improve their classroom techniques. The chapters I read dealt with brain development from birth through adolescence and sensory input to information storage. I found that the brain development sections would be most applicable to K-12 teachers, and as I am interested in higher education, it was less helpful. However, it did give a great overview of the different stages of development, which was interesting to me from a personal standpoint, especially since I frequently babysit and have worked with many young children in the past.
The discussion of memory and its limitations were of the most benefit to me. I think teachers can certainly use this information to develop better strategies to help their students learn, but also to understand what is reasonable and not to require of their students in terms of retention and recall. The chapters on memory cover several concepts including the 18-second holding pattern, the cocktail party effect, the magical number seven, and chunking that I found important and interesting regarding the way human memory works.
This book looks at how knowledge about brain structure and function can be used by educators to improve their classroom techniques. The chapters I read dealt with brain development from birth through adolescence and sensory input to information storage. I found that the brain development sections would be most applicable to K-12 teachers, and as I am interested in higher education, it was less helpful. However, it did give a great overview of the different stages of development, which was interesting to me from a personal standpoint, especially since I frequently babysit and have worked with many young children in the past.
The discussion of memory and its limitations were of the most benefit to me. I think teachers can certainly use this information to develop better strategies to help their students learn, but also to understand what is reasonable and not to require of their students in terms of retention and recall. The chapters on memory cover several concepts including the 18-second holding pattern, the cocktail party effect, the magical number seven, and chunking that I found important and interesting regarding the way human memory works.
February 2, 2013
The text does a good job at separating the content in to subcategories, with each section building on the last. First you learn about the structure and functions of the human brain, followed by transitioning from sensory input to information storage. Finally Wolfe brings it together by matching educational instruction with how the brain works best. Wolfe did a great job explaining the scientific, technical, terms to the everyday person; allowing you to comprehend without being overwhelmed with the science behind it.
Recommended for anyone in the field of education.
Recommended for anyone in the field of education.
September 1, 2015
My daughter left this book at my home by mistake and I picked it up read the back cover and knew my daughter had met the author, so I decided to read it, although I am not, nor have I ever been a teacher. I did find the book very interesting as it gave educational idea to teachers with back-up research to support what teachers do in the classroom. I think any teacher would benefit from owning and reading Brain Matters by Pat Wolfe.
December 29, 2012
Fascinating information on how we learn and assimilate information. I think this is the future of education. If we can use this type of information to help guide instruction, then we will be able to help children in new ways and really meet their individual needs. This book was easy to understand even though it is based on brain research. It left me wanting to learn more.
August 25, 2007
This is an extremely insightful book that connects brain research and educational practice. Pat Wolfe has an easy-to-understand style of writing, and she does a good job explaining how the brain works and how teachers can apply that knowledge to their lesson plans.
December 1, 2010
A little dry but good stuff about the thinking process and how the brain works.
July 9, 2013
A must read for educators!
September 25, 2014
One of the easy books to read about this topic. Highly recommended for non science major students!!
Displaying 1 - 12 of 12 reviews