Chapter 12 - Implications for Classroom Practice

Abstract

This chapter describes the implications for classroom practice. The chapter explains instructional design principles that are consistent with current knowledge of the brain. It encourages teachers to apply their brain literacy to observing students and think about their learning problems. It also provides an overview of the kind of learning differences teachers are most likely to confront in the classroom. The chapter also presents the synthesis not as the final word but rather as a work in progress because the newly emerging field of educational neuropsychology is rapidly expanding. And finally, the chapter ends with a gentle suggestion that there might be a need to rethink, from the perspective of brain-based education and pedagogy, whether the current approach to testing and accountability is most likely to achieve the intended goal.