Do recent discoveries about the brain have implications for classroom practice?

Significance of Neuroscience Information to Education
The article by Judy Willis elaborates how educators should use neuroscientists’ research in practice to improve their teaching by understanding how the how the brain works to avoid the misleading assertions made by non-neuroscientists. Willis further indicates that for the neuroscientists to help educators integrate their research in teaching, they should be flexible and perform a collaborative and factual brain study that incorporates the educational strategies suggested by other neuroscientists as part of the interpretations. This is because neuroscientific data is often misinterpreted, which leads to the common believes that cling to people’s mind. Willis also mentions that neurotransmitters determine activities such as collaboration, choice, creative problem-solving, interest-driven, intrinsic motivation, and judgment. Therefore, educators should use neuroscience data to develop teaching methods that correspond to each learner.
Dan Willingham supports that educators in the classroom should use neuroscientific data; however, he argues out that scientists should not make classroom-ready prescriptions alone. Willingham mentions that it is crucial for teachers to not only know how the brain is related to but also how they can leverage this data to improve their teaching method (Willingham, 2008). He argues that the analysis level of the neuroscience data may not be enough to help educators make the right decision of the teaching approach to use.

Some information given about brain functionality may require different conditions from what the research stated.
I support Willis argument that neuroscientist’s data can help educators improve learning outcomes by understanding the performance of the brain. However, I think the information provided by the neuroscientists is sometimes complex for the educators to interpret correctly. Hence, they may end up making assumptions that their understanding of how the brain functions is a reliable guide. The article was given by Willingham give valid claims on the type of information that educators should have for them to implement the neuroscientific data successfully (Willingham, 2008). For instance, understanding how a single part the brain works such as the memory system does not mean it will be functional for all conditions. Establishing the learning outcomes and the uniqueness of each brain part will help educators improve their teaching.

Reference
Willingham, D. (2008). When and how neuroscience applies to education. Phi Delta Kappan, 89(6), 421-423.