I have long been fascinated by the role of the teacher. Perhaps, this is because my teachers were so influential in my life, starting with my fourth-grade teacher and continuing through high school. During my undergraduate educational training to become a teacher, what we knew about how learning occurred was mostly through cognitive and behavioral psychology. These concepts were coupled with educational theories that really spoke to a perspective from which we saw and approached our role as teachers. About 20 years ago, with the advent of new ways of imaging that allowed us to observe the brain as it works and learns, a new alliance was forged between scientists and educators. This new partnership has resulted in the birth of a new educational discipline called Mind, Brain, and Education (MBE).
What is most fascinating about this new approach is how immediately applicable it is to our day-to-day work. Simply understanding and implementing a few key concepts that have emerged from the research can result in significant positive changes in learning for our students. I saw this firsthand when I instituted modifications based on this evidence in the curriculum, course syllabi, and faculty development of a PA program.
Let me say that applying the principles from the mind, brain, and education happens at the teacher level first. It begins with teachers learning about and understanding what the research is and isn’t saying. (Unfortunately, there has been a lot of misinformation out there). As educators who are also medically trained, we are well suited to read and understand this scientific research coming from the field of neurobiology as it relates to learning. In fact, studies provide evidence that a teacher’s understanding of the science behind how the brain learns enhances teacher efficacy, instructional variation, and student efficacy (Hardiman, JohnBull, & Rinne, 2013). Mind, brain, and education approaches can help us to become better teachers and educators and to support student learning toward its highest potential.
Neuroplasticity
The human brain is continually learning and changing across our lifespan. So the adage, “you can’t teach an old dog new tricks,” is actually false. The neuro-network of neurons continually builds, modifies, and eliminates pathways based on use. Thus, the saying “if you don’t use it, you lose it” is true! Of all the contributions from neuroscience thus far, this one provides the most important evidence to inform teaching approaches and implementation. Hebbian synapse concept posits that neurons that fire together wire together (Tokuhama-Espinosa, 2011). This means that how we teach and provide instruction can directly impact the students' brain activity. Consider a classroom of students passively sitting and listening to a lecture versus a classroom where learners actively engage in paired or group work, exploring and applying what they are learning. The concept of neuroplasticity also means that every student has the ability and potential to learn. Kelleher & Whitman (2020) suggest that teachers see themselves as “brain changers” because what we do in the classroom directly affects neuron firing and wiring. Think of the saying, “practice makes perfect.” From a neuroplasticity perspective, stronger, more efficient neural networks in long-term memory as created by repeated firing of that neuronal circuit (Willis, 2010). Similar to the analogy, the more you work a muscle, the stronger it becomes. Consider the idea of intentional and planned redundancy, repetition, and practice and application time built into your course. For example, if you want your students to become better critical thinkers, continue to engage them in tasks that require them to problem-solve.
Emotions
A second significant contribution from neuroscience related to learning is the role of emotions. Learning and emotions are intertwined, and as teachers, we must always be aware of the emotional tone of the classroom. The amygdala, part of the limbic system, is a key learning center in the brain. Information travels along the limbic system pathway on its way to the frontal cortex. This is where higher-order thinking occurs. However, if the learner is stressed, fearful, or feels unsafe or threatened, that pathway between the amygdala and frontal cortex is interrupted. This is why it is difficult, if not impossible, to think in a sudden and stressful situation. This also contributes to students’ experience of looking at the first question on the test, and they suddenly can’t think. Undue stress of any kind inhibits learning (Tokuhama-Espinosa, 2011; Willis, 2010).
Positive and safe learning environments foster learning, whereas negative and unsafe ones inhibit learning. Similar to medicine, the idea of teachers engaging or exploring student emotions is generally not supported or encouraged. However, neuroscience has provided hard evidence to the contrary. Therefore, we must think about the emotional tone of our classrooms, intentionally work to create a positive and safe environment where everyone feels welcome, and recognize when a particular learner may be having challenges due to their emotions. According to Mary Helen Immordino-Yang and Antonio Damasio, two prominent researchers in the study of emotions and learning, emotions guide not only our motivation to learn but also our moment-to-moment problem-solving and decision-making” (Varlas, 2018). “When educators fail to appreciate the importance of students’ emotions, they fail to appreciate a critical force in students’ learning” (Immordino-Yang, 2016, p. 40).
References
Hardiman, M., JohnBull, R. M., & Rinne, L. (2013). Professional development effects on teacher efficacy: Exploring how knowledge of neuro-and cognitive changes beliefs and practice. Paper presented at the American Educational Research Association Conference, San Francisco, CA. April 28. Retrieved from https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository
Immordino-Yang, M. H. (2016). Emotions, learning and the brain: Exploring the educational implications of affective neuroscience. New York, NY: W.W. Norton & Company, Inc.
Kelleher, I., & Whitman, G. (2020). Every educator needs to know how the brain learns. ASCDExpress, 15(18). Retrieved from http://www.ascd.org/ascd-express/vol15/num18/every-educator-needs-to-know-how-the-brain-learns.aspx
Tokuhama-Espinosa, T. (2011). Mind, Brain, and Education Science: A comprehensive guide to the new brain-based teaching. New York: W. W. Norton & Company.
Tomlinson, C. A., & Sousa, D. A. (2020). The sciences of teaching. Educational Leadership. 77(8), Association for Supervision and Curriculum Development (ASCD). Retrieve from http://www.ascd.org/publications/educational-leadership/may20/vol77/num08/toc.aspx
The Center for Transformative Teaching and Learning. (2019). The often-overlooked element that can transform your classroom: Emotions. Retrieved from https://thecttl.wordpress.com/?blogsub=confirming#blog_subscription-5
Willis, J. (2010). The current impact of neuroscience on teaching and learning. In D. A. Sousa (Ed.). Mind, Brain, & Education: Neuroscience implications for the classroom (pp. 45-66). Bloomington, IN: Solution Tree Press.
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