Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013). Using these strategies effectively produces learning gains, which motivate students to take charge of their learning, which leads to further academic success and may have the additional benefit of alleviating classroom management issues. When students see this process as changing their own brains, the result is a powerful and positive cycle.
The force behind this cycle is students' belief that they can get smarter through study and practice, which enhances their commitment to persist in the hard work that learning sometimes requires. Nisbett (2009) reports on classroom research involving seventh graders who were taught that learning changes the brain and that intelligence is expandable. Students in this experimental group did better on math tests than peers who did not receive that instruction.
The same dynamic of persisting to succeed applies to teaching. Keeping the idea of brain plasticity at the forefront of your professional practice offers a constant reminder than when students struggle with lessons, it isn't because they can't learn, but because they need more practice and instructional support.
Read the entire post at Edutopia.com.