Three simple and surprising ways the neuroscience of communication impacts your classroom | Liza Garonzik | 4 Min Read

February 28, 2023

Part of great teaching is developing and testing hypotheses as to why some things work for your students—and others, sometimes the most beautifully designed lesson plans—just don’t. Day in and day out, teachers make observations and run little experiments to figure out what engages, challenges, and delights students.

When it comes to class discussions, understanding recent findings from neuroscience about the ways in which Gen-Z is similar and different from previous generations of students can help teachers design lessons to effectively engage and empower today’s kids in conversation. This is information that marketers use daily—and that teachers need, too! 

Call it brain-targeted teaching; science of learning; learning and the brain; or neuro-teaching…but here are three phenomena teachers may have observed in class and the (simplified!) brain science behind each.

Phenomenon #1: “Students love when I tell a story!” True—and it’s not just because they think they’ve gotten you “off-track.” Study after study—including Paul Armstrong’s recent and beautifully accessible book—has shown that there is neuroscience behind the power of narrative. When someone listens to a story, their neurons fire to “mirror” those of the storyteller, e.g. if the narrator is going into excruciating detail about…

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Liza Garonzik

Liza Garonzik is the Founder of R.E.A.L. Discussion, a program that trains faculty to (re)teach Gen-Z students the discussion skills they need for success in learning — and real life. Her work is informed by an interdisciplinary research base and experience as a student, teacher, administrator, and trustee in diverse independent schools. Get in touch at [email protected] — there's little she loves more than a great conversation!