Optimize Brain Science for the Art of Learning

Learning Objectives:

In this course, we will learn how to optimize learning, especially when learning requires remembering complex vocabulary and dense information. Students can practice optimal methods for learning and understand how the scientific method can be applied to solve problems in education. By the end of the course, students will be able to study more efficiently and understand scientsts’ experiments to discover the inner workings of the brain.

"That's not how MY brain works!" You may have heard other students say this...or you may have said it yourself. It is very difficult to figure out how anyone's brain works and many findings in neuroscience are counterintuitive - just the opposite of how you might suspect your brain works.

Topics Include:

There are three key factors for making your brain learn in the best way possible. These three factors are:
(1) The retrieval effect
(2) The spacing effect
(3) Mixed practice

By taking this course, you will learn how to apply these, get experience testing the power of these approaches, and learn how neuroscientists connect these methods to brain function.

Expert Instructor:

Hemal is a neuroscientist and a teacher/tutor based in the U.S. with extensive experience in teaching math and science subjects to high achieving students. Many of his students attend top private schools and most competitive universities throughout the US.
Hemal earned a PhD of Neuroscience from University of Pennsylvania, he runs neuroscience experiments using c. elegans models of learning and memory.


This is a 4-session program:
@ 9:30am EST (for users in the U.S.)
@ 9:30am HK Time (for users in Asia)
New groups form every week, start dates flexible, we will accommodate your request

Texts we will use:

Brown, Peter C. Make It Stick : the Science of Successful Learning. Cambridge, Massachusetts :The Belknap Press of Harvard University Press, 2014.
Roediger, H. L., & Karpicke, J. D. (2006). The Power of Testing Memory: Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, 1(3), 181-210.