Possible Guiding Questions for Chapters 1, 2, and 3:
1. What are the implications on our life, teaching, and learning if “all that the brain knows comes from the physical world, the things in its environment, the physical body that holds the brain inside itself, or the womb that holds that body as it develops. A physical brain means a physical mind; meaning itself is physical.”
2. What is the learning cycle? How is it connected to our physical brains?
What if we view our teaching simply as sensory input? Could we use knowledge of the sensory brain to guide us in our practice? Would this change how we plan our teaching and how we present information?
How can we intentionally design learning to integrate experience and memory through reflection?
How can we bring the motor brain into our teaching? How can we insist that students actively demonstrate their ideas - not our ideas, but theirs?
3. What are your understandings of the back cortex and front cortex (and the transformation line)? How do these understandings impact your ideas about teaching/learning?
