Background knowledge is crucial in understanding your students and their learning abilities, and recent research from the University of Iowa confirms this by showing the possible implications of being a late preterm child in relation to brain structure.
This research provides insightful information for educators, because it identifies how varying brain development affects one's learning (processing and understanding). Therefore, with this awareness of our students, educators are more able to create instruction that best fits for each child by bearing in mind the neurological component to one's learning ability, versus being labeled as "slow" or "disengaged."
(Link Credit: ScienceDaily)
This research provides insightful information for educators, because it identifies how varying brain development affects one's learning (processing and understanding). Therefore, with this awareness of our students, educators are more able to create instruction that best fits for each child by bearing in mind the neurological component to one's learning ability, versus being labeled as "slow" or "disengaged."
(Link Credit: ScienceDaily)