Through the discoveries of neuroscience, educators have moved beyond the intuitive knowledge of how and when learning occurs to a demonstrated scientific understanding of the learning process itself. These new understandings have a two-fold appeal to educators: they allow them to design better, research-based teaching practices, and they help them defend some of the practices and policies they have known from experience to be educationally sound, without knowing why. In this article, the author focuses on the implications of brain research for lesson design and good teaching practice. (Contains 7 resources and 2 notes.)