The COVID-19 pandemic has caught everyone off guard. This while the national lockdown presents new challenges to schools, principals, teachers, learners and parents. We would like to inspire and […]READ MORE
Throughout the centuries, great teachers have been guided by their intuition as to what method of teaching works best. Modern brain imaging techniques have brought into plain view why certain methods work as the workings of the brain has never been as thoroughly demonstrated. Today we have a clear understanding of which methods work. The latest research in the science of Mind, Brain and Education (MBE) are available to help 21st Century teachers and learners achieve success. MBE is a young science started at Harvard University 25 years ago by uniting the fields of neuroscience, psychology, and education. Here are the 6 principles MBE is based on:
Our brains are as unique as our faces or our fingerprints. Although the basic structure and patterns of learning remain the same, each brain is unique.
Each human being has unique DNA. Our blueprint is further influenced and shaped by our lifetime experiences, as the age-old nature versus nurture argument goes. Even if identical twins share very similar genes (each human being has 24 000), the latest genetic studies prove that their phenotype or physical manifestation will differ as a result of life experiences and epigenetic factors (the way in which environmental factors alter behaviour and development.
Humans share general physical and neurodevelopmental stages (yet not in the same way or at the same rate) that establish the parameters for learning. Since each brain is unique and develops in its own way, students will learn and develop at their own pace. This is why a “one size fits all” method of teaching is ineffective.
He has a gift for words, she has a mathematician’s brain, some of us resent change while others welcome it – why is it so? We know that the different stages of brain development impact our comprehension and the development of our skills by influencing our brain’s physiology. Not only are our brains different, but our genetic predisposition, our “abilities” differ. There is no predefined frame for success as a learner.
The human brain is wired for studying and experimenting and is constantly changing. With the right support, motivation and an appropriate learning environment, a modest background (genetic or not) can be maximized beyond expectation; while individuals born with great potential or under the right circumstances may not reach their potential if they do not live up to it.
An interesting example is that of dyslexia and astronomy. Research shows that dyslexia is the result of an atypical cortical organization. However, the dyslexic brain’s visual field is wired differently, allowing for a wider spatial attention. Because dyslexic students favour the peripheral visual field, with the necessary support and training, they’ll have a greater advantage as astronomers (Schneps, “Dyslexia and Astronomy”, 2007).
Our genetic codes, the circumstances of our birth and our social experiences make us who we are, each with our own set of strengths and weaknesses.
Since learning is “the acquisition of knowledge or skills through study, experience, or being taught” (Oxford Dictionary), it is impossible for the brain not to learn and change through daily experiences. Previous positive experiences will empower learning, while negative ones will hinder the learning process.
The human brain is not detached from the body during the learning process so the stimuli affecting the human body (taste, smell, touch, sight) will impact upon the brain. A repetitive stimulus will, in time, create a permanent change; more stimuli exciting a wider area of the brain will, in time, strengthen that area. The reverse is also true; the lack of stimulation will, eventually, cause an area to atrophy – How the Brain Works. All these changes are unseen, but the effects thereof are clearly visible.
Your brain will be different than it was before you read this article in response to your thoughts; your brain constantly prunes and strengthens its neural pathways. This is neuroplasticity, derived from a neuron (a nerve cell) and plastic (mouldable). The human brain is most malleable at a young age, yet throughout our lives the brain is capable of neurogenesis (creation of new neurons), reorganizing old pathways and creating new neural connections that improve its capabilities. We can learn at any age, as our brain constantly rewires itself and changes its physical structure (functional plasticity) or recuperates a lost skill if the usual route is damaged or blocked (structural plasticity).
Neuroplasticity goes beyond, confronting the belief that certain brain areas are responsible for a specific function. Antonio Battro, neuroscientist and educationalist, documents the extraordinary life of a child living with only half a brain in “Half a Brain is Enough: The Story of Nico”. The brain works as a system; when parts of the brain are missing other parts take over and learn new functions.
The brain’s plasticity is also associated with the growth mind-set concept: by being told that intelligence is not fixed, but changeable; a group of schoolchildren were able to raise their IQ’s.
Neuroplasticity means that anybody can learn or develop a skill at any stage throughout their life if context (support, environment, motivation, prior knowledge and enough practice) and ability are present.
Our mind learns and makes sense of experiences by finding old patterns to relate to before creating new ones. Patterns can be a thinking principle, a category, or diagrams. It is much like following directions to an unknown location by looking for familiar landmarks. At the same time, very much like connecting the dots to create an image, the human brain will use the understanding of small details to comprehend the big picture (such as a project, a meaningful story or a history lesson).
By connecting the new information with the old information; new neural connections will appear, that will anchor the new concepts to the already existing ones.
This is why teaching in a vacuum fails. Students need to connect new information to old information in order to understand it. And the new information that relies on old information can not be absorbed if the old information is missing, or not completely understood.
Our brains are not made to download the information presented to them, but to first analyse it visually, auditory and tacitly.
Our experiences are first lived, then learned.
Attention is needed during the learning process; first to make sense of what is being taught and then to connect new ideas to the existing knowledge by noticing similarities between the two. Yet the information presented to us will compete with the overall stimuli our body is exposed to. At the same time; learning is influenced by our emotional state, as emotions convey meaningfulness to the subject at hand.
When a new concept is being taught; we first commit it to the working memory. After revision, it is stored in the long-term memory. Overloading the working memory will reduce the amount of information we can move to long-term memory. Practice and meaning are crucial to committing the information to long-term memory. Therefore, the way information is presented needs to reduce the cognitive load and facilitate learning.
As our brains are unique; each student will better assimilate the information through a different channel. Using a variety of methods while teaching (reading, videos, debates, discussion, projects, slides, etc.) will benefit a larger number of students, as the input information enters through different neural pathways ensuring a greater possibility of maximizing student learning, often through the overlapping of information.