Brain-based Learning

Different students perform differently even when they have similar levels of ability. Such students react differently to frustration where some relish the opportunity to learn while others become demoralized and give up. Non-cognitive factors such as learners’ views, goals in learning institutions and their feelings play a pivotal role in their academic success.

Teaching and learning professionals should invest in educational strategies that focus on growth mindset. Changing what students believe in can have profound effects as they affect what individuals want and whether they succeed in it (Dweck, Walton and Cohen 5). Developing a growth mindset in students will make them see challenges as an opportunity to improve themselves and be prepared to learn. As a result, the abilities of the students will be developed through which they will be able to process error, correct and engage for the greater good of their performance.

Changing study habits by focusing more on rewarding the process, strategy and effort is substantial. This is because performance tremendously improves due to motivation gained (Dweck, The power of believing that you can). Besides, confidence is gained.

Incorporation of mindfulness training and metacognitive reflections in teaching lessons is substantial. This is because they play a pivotal role in helping the students use different strategies and apply mindful learning to other tasks (Willis and Mitchelle 22). For instance, in illustrating various skills such as communication, presentation and networking. Besides, metacognitive storytelling increase awareness of learning styles and strategies. Through this students are able to realize what they are capable of.

Great lessons were acquired from the resources. For instance, growth mindset plays a significant role in the performance of a student. Learners with a growth mindset are of the view that aptitudes can be advanced. They deeply engage, process the fault, pick up from it and rectify it and end up succeeding.

In conclusion, teaching professionals should focus on growth mindset. Changing what students believe in can have profound effects as they affect what individuals want and whether they succeed in it. Developing a growth mindset in students make them see challenges as an opportunity to improve themselves and be prepared to learn.

Works Cited

Dweck, Carol S. “The power of believing that you can.” youtube (2014).

Dweck, Carol S, Gregory M Walton and Geoffrey L Cohen . “Mindsets and Skills that Promote Long-Term Learning.” Bill and Melinda Gates Foundation (2014): 1-43.

Willis, J and G Mitchelle. “The Neuroscience of Learning: Principles and Applications for Educators.” Bridgepoint Education: San Diego, CA. (2014): 1-75.

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Brain-based Learning

Paper details
Weekly Discussion 1
The Brain and Cognition
Review this week’s resources regarding brain-based learning, neuroplasticity, and the growth mindset—most
significantly the video on the work of Carol Dweck (TEDxNorrkoping, 2014). Then, based on these sources,
address the following questions:
What strategies do you want teaching and learning professionals to invest in?
How would you change your study habits?
Will you change how you teach, train, or coach others?
Given the findings in neuroplasticity, specifically the revelation that our thoughts literally change the physical
structure of our brain, do you see a need to invest in mindfulness training and metacognitive reflections in your
lesson plans?
What big lesson did you take away from the resources?
When responding to this each week’s questions, recall last week’s invitation to substantiate your responses
with support from academic journals that you will find in the library along with the weekly readings and your
personal and professional experiences. Your experiences are key to making meaning out of the often abstract
theories. By connecting the familiar to these new concepts, your cognitive development will have a competitive
advantage!