There are plenty of theories about how learning occurs. Today, my guest, Dr. Joshua Eyler, talks biology, the brain, and learning.
Podcast notes

Biology, the brain, and learning
Guest
Dr. Joshua Eyler, Director of the Center for Teaching Excellence at Rice University
His Bio on Rice University's Center for Teaching Excellence

His Blog

Follow Josh Eyler on Twitter

Initial interest in the field of teaching and learning as a scientific enterprise

What the Best College Teachers Do, Ken Bain
Brain-based learning

Amazing discoveries, but some limitations
Gulf was created between the scientists and educators
Cherry-picking results
Too limiting, looks primarily at neuroscience and cognitive psychology

The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom, Tracey Tokuhama-Espinosa
Framework for a biological basis of learning

Bolster what we are learning from neuroscience to also include evolutionary biology and human development
Context about anything that we are learning.

The journey of an educator

Doesn't see students as subjects of experiments
Understanding teaching and learning as a science, really created a bridge
Prior knowledge - biological construct
Mental models

Learning from failure

The expert blind spot
Making assumptions about prior learning

Advice for next steps
Mind, brain, and education at Harvard's graduate school of education

The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning by James E. Zull
What I find exciting is that we're starting to ask different kinds of questions now. -Josh Eyler
Guest post Josh wrote on MassMedievil.com
Finally, nothing but a breath, a comma, separates us from our students–for we do not teach medieval literature, medieval art, medieval history, or medieval archaeology; we teach students about these subjects, about new ways to see their world through the lens of the past. Our field will continue to live and breathe only insofar as we dedicate ourselves to teaching it. And here I look to the wisdom of my dissertation director, Fred Biggs, who once told me that *everything* is a teaching activity—writing, presenting, publishing, but especially our work in the classroom, where we will teach hundreds and even thousands of students over the course of a career. The work we do with our students will push back the boundaries of our knowledge about the Middle Ages ever further, but to accomplish this we need to tear down the tenuous hierarchies of our cl...