Optimizing student success with differentiated instruction
from By: Sheilamary Koch (commentary)
Many teachers recognize that students are motivated when working on assignments they find sufficiently challenging — ones that are neither too far beyond their grasp nor overly simple. Now, neuroscience backs what these teachers witness daily in their classrooms, as recent findings show that the brain has an internal rewards system and one of the things it praises itself for is the act of understanding something new. This means there's an intrinsic motivation for students when they comprehend previously unknown subject matter.
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