Brain-based research about how people learn has taken great strides over the past 20 years giving insights into how the brain processes information and remembers. Educators now have the ability to use the findings from brain-based research to impact and inform how they teach. As educators become more knowledgeable about ways to structure their lessons with topics such as; English language learners, culturally responsive education, gender and poverty, I suggest that brain-based education be added to the mix. Understanding how the brain learns can provide an umbrella encompassing all of the above topics. When teachers understand the basics of how people learn, remember and retrieve information brain-based research becomes an invaluable asset.
An understanding of brain-based education and the basics of the physiology of the brain and its structures can be used to plan instruction. An example is an understanding of the brain structure the amydgala. The amydgala is buried deep in the temporal lobe, at the base of the hippocampus; this structure oversees uncertainty, danger, and intense emotion. Brian-based research has found that emotion plays a key role in learning and memory. We remember intense emotions whether positive or negative. Negative emotions lead to the secretion of glucocorticoid hormones, such as cortisol, which influence cognitive performance. When a student is anxious, frustrated or bored the brain sends signals to avoid the negative experience causing students to check out of the lesson. Positive emotions show a release of dopamine, a neurotransmitter linked to perception of positive experiences. Evidence has linked dopamine release to positive cognitive functioning and it enhances semantic memory.
When teachers understand how the amygdala regulates emotions they can use this knowledge to be sure their classrooms are places that foster positive emotional experiences. Teachers can use positive emotions to create a sense of excitement and fun in classrooms and also stimulate memory. Instruction can be impacted by using strategies such as: creating a culture where students are comfortable and encouraged to take risks without fear of failure, relationships are built with both the teacher and their peers, and the classroom is a place of joy. When teachers intentionally use findings from brain-based research to plan and conduct their lessons student achievement can be impacted in positive ways.
As the field of neuroscience education continues to grow educators have the opportunity to not only learn from the findings of the researchers they also have the opportunity to apply, analyze and report back on the results of their experience. Teachers can be apart of studies and data collection to inform brain-based researchers on the most extensive and useful classroom applications of findings.
Want to know more brain basics? Go to the following infograph. http://www.sciencedump.com/content/facts-about-human-brain-infographic
Bibliography:
Sylwester, R. (2005). How to Explain a Brain. Thousand Oaks, CA: Corwin Press.
Tol, M. (2013, November 9). Fascinating Facts About the Human Brain. Retrieved
from http://www.sciencedump.com/content/facts-about-human-brain-infographic
Willis, J. (2006). Research Based Strategies to Ignite Student Learning. Alexandria, Virginia: ASCD.
Looking forward to the time when we have an objective instrument to measure learning. No more paper pencil tests.
Brain-based research is such a tremendous opportunity for educators, and anyone in any field, to take advantage of what we know about the brain to increase learning and performance. Providing professional development throughout the school year to teachers would be helpful. If we could support harness this knowledge, it would have incredible benefits for our students.
I wish there was mandatory continuing ed for teachers in this area of brain research. It provides the science behind all of the things good teachers have been doing for years. We didn’t necessarily why students learned more in classrooms where they felt comfortable to experiment, but we knew they did. Now this would help provide verifiable evidence and support behind our strategies and theories.
Brain-based research you have presented in this blog needs to be shared with all educators and parents. If we can present more lessons and skills using a positive, non-threatening approach, we will reach more students and create more positive learning opportunities. Assessing what we have taught needs to be done in more non-threatening formats to accurately reports what our students have learned. Having recently given a midterm exam, reviewed the results, and reading this blog, I knew things had to change. The final exam was a scavenger hunt, using Music and some apps….what an incredible difference in student achievement….obvious positive cognitive functioning and the belief they could do this type of an exam!!! THANKS!