New Learning Systems: How Brain Research Supports Change in Education Systems July 2000 Ron Newell, Ed.D. The Brain Is a Living System.
Does the setting support group work and private study?
Is the environment lighthearted or depressing?
Are competence and quality recognized and endorsed?
Are students helping one another with projects and concepts?
Is there a way to introduce interesting changes in the physical environment?
Is technology used to enhance the learning environment?
Do teachers and other staff support one another?
Is there any connection between course concepts (economics) and school activities (fund raising)?
Do school priorities reflect curriculum goals?
Is school happening inside and outside the classroom?
Is there evidence of student involvement, creativity, and enjoyment?
Are there many different moods, including playfulness and serious thought?
Are students asking questions or making observations that link content to life?
Are there personal life themes, metaphors, interests, and dreams being engaged?
Do students persevere with projects or return to them without being reminded?
Are there signs of positive collaboration? Does it persist beyond the school day?
Do students persevere to overcome difficulties in understanding or communication?
Do students suggest relevant projects of their own?
Do students examine their own performance and results?
Do students seek feedback and advice from others?
Do students compare work with others?
Do students test concepts and procedures, perhaps pushing the boundaries of what is typically done?
Do students engage in some research for facts, information and relevant history of topics they themselves choose?
Do students seek help from teachers and other students with understanding and development of projects?
Do students seek assistance for improvement or so that they can learn more?