The CORE work for this research was meant to investigate and assemble a set of ideas that may be useful to teachers, through examining the expressions of numerous institutions and authors who have participated in this conversation over time. Saturation evaluation techniques were employed and the summary results show below. For a technical report on the research, all citations, and the final version of the Framework of the CORE, see Scalise, Kathleen; Felde, Marie (2017). Why Neuroscience Matters in the Classroom (What's New in Ed Psych) (Pages 292-307 Technical Report; Pages 24-35 Framework of the CORE). Pearson Education.

Table 7.

Guiding Principle 7: The brain is a remarkable pattern-capturing mechanism that regulates the learning process through feedback, including what teachers provide in a variety of forms to effectively support metacognition, the learner’s ability to regulate, or shape, his or her own learning.

Idea	Description
7a	Human brains use stored memories to constantly make predictions about what we see, feel, and hear. Some scientists believe that prediction may be a primary function of the neocortex, and a foundation of intelligence.
7b	Feedback from a variety of sources therefore is a key component contributing to how our brains develop, and what learning gets reinforced. The brain treats feedback as a form of evidence. This is an important principle for teachers to understand as they go about instructional design and working with students..
7c	When a pattern comes into the brain that it had not memorized in that context, a prediction is violated and attention is drawn to the error, or difference.
7d	Scientists have hypothesized that the brain makes low-level sensory predictions about what it expects to see, hear and feel at every given moment, and it does so in parallel, with many regions of the neocortex trying to predict what their next experience will be.
7e	Recognizing the limits of one’s current knowledge then taking steps to remedy the situation are extremely important for learners at all ages. This involves metacognition, the ability to monitor self-knowledge.
7f	Statistical techniques help us explore how the brain is borrowing information from past experiences to make new decisions, through prediction and feedback mechanisms.
7g	Imaging techniques such as magnetic resonance imaging (MRI) and positron emission tomography (PET scans) are a type of evidence that document how brain networks function, including providing information on how we focus attention, remember, feel, and learn. Imaging is often accomplished by detecting blood flow increases during brain activity. This shows where a function is occurring. Such imaging is done without surgery or other invasive techniques.
7h	Many brain predictions occur outside of our awareness. It isn’t immediately apparent to us how pervasive and near continuous these unconscious predictions can be. Also, our brain can “smooth” and complete incoming data based on prior understanding (representations). Such unconscious operations of the brain potentially have substantial influence of which teachers should be aware.
7i	Neuromyths are ideas founded on misunderstandings, bad interpretations, or distortions of research results about the brain. Educators can avoid and correct popular yet erroneous ideas about the brain by having sufficient knowledge to understand new ideas. Post-secondary programs have a responsibility through preparing pre-service and in-service teachers for this rapidly emerging area of neuroethics.
7j	Examples of neuromyths including left and right hemispheres of the brain need to be instructed separately; this includes the neuromyth that people use only a small fraction of their brains.
7k	One way to address neuromyths is to highlight neuroscience research questions that may interest educators. This could be an important step towards increasingly well-defining an interdisciplinary area of collaborative research among fields of the learning sciences, such as education, psychology and neuroscience, to the benefit of all.