Insights from Neuroscience That Can Inform Classroom Practices

In this article, “Implications of Affective and Social Neuroscience for Education Theory,” Mary Helen Immordino-Yang reports on recent findings in neuroscience that suggest the need for whole-person pedagogies that account for the emotional and social dimensions of thinking and learning. This new perspective from science can help inform our course development as we design interactive lectures and homework assignments, as well discussion and group-work activities.