Theory Review: Brain and Mind
Jessica Conley
EDAC 635, Spring 2020
Professor Bo Chang
February 9, 2020
Student Name
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Commented On
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Jessica Conley
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Samantha McFadden
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Jessica Conley
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Erica Screeton
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Understanding how the brain works can help a facilitator understand
learning and improve instruction quality.
Main Theoretical Points
Since the brain is a multitasker, for learning to happen, the brain needs
to be processing information in more than one way (MacKeracher, 2004, p. 100).
If the brain is only receiving information in one way, it might be using the
rest of its function to kind of “wander off” and won’t be as focused on the
task at hand. Teaching successfully will have the learners using interactive
techniques and all their senses (Caine & Caine, 1991). Keeping learners
focused is imperative to helping them learn.
If students are constantly stressed out, they will not reach their full
learning potential. According to Mind, Mood, & Memory (2013), “scientists
have found that long-term exposure to Cortisol (a stress hormone) reduces the
ability of brain cells to communicate with one another by shrinking brain-cell
extensions called dendrites that receive messages from other cells” (para. 1). The
brain doesn’t learn well when its frequently threatened (Pool, 1997). In an
interview with Carolyn Pool, Renate Nummela Caine, who is a professor of
education at California State University, said students that feel threatened
“don’t look at possibilities or feel safe to take risks or challenge old ideas”
(Pool, 1997). Caine says real learning is incompatible with that kind of
environment. Creating a learning environment that is less stressful, and
therefore less threatening, would help students learn.
One way to make the environment less stressful is to use humor. In her
article about giving professional presentations and speeches, Marti MacGibbon, a
certified mental health professional, states that adding humor will help those
hearing a presentation remember it and will keep stress levels low, thus
increasing learning (MacGibbon, 2012, p. 8). In Making Sense of Adult
Learning, Dorothy MacKeracher (2004) reinforces this by stating, “if you
smile, you’ll begin to feel better. Adults learn better in a positive mental
state” (p. 92). Along those same lines, “laughter produces a synchronous
response in the two cerebral hemispheres, making learning more vivid and adding
affect to whatever is being learned, thereby making it easier to remember” (Wischnewski,
1983). Suzanne M. Sherman (2014), a second-grade teacher, uses this in practice
and says in her article about play in the classroom helping students learn, “when
I am having fun teaching, my students are having fun learning, and soon it
takes on a life of its own” (p. 14). Happy students will not only be less
stressed but will also be able to learner better. Maybe laughter really is the
best (learning) medicine.
Another major theoretical point about the brain is that it can change,
grow, and continue to learn. This is known as brain plasticity. Blakemore &
Frith (2000) explain that “a nerve cell requires optimal stimulation if it is
to develop connecting links (dendrites) to other nerve cells; the more links,
the more efficient thinking becomes” (as cited in MacKeracher, 2004). Dr.
Candace Pert, a research professor at Georgetown University School of Medicine,
states that, “we make new, functional brain cells daily from birth to death”
(Weiss, 2001). And that, “it’s our ability to generate new brain cells that
accounts for the brain’s plasticity – its ability to continue to learn and
update its database” (Weiss, 2001). Weiss adds, “the best news is that studies
show our brains remain resilient and capable of making connections throughout
our lives” (2001). And, “if we continue to challenge our brains, they will
remain fit” (Weiss, 2001). If students can understand they have the potential
to learn, they can feel better about doing work to reach their learning goal.
Lastly, in the interview with C. Pool, R.N. Caine reminds readers the
best learning “happens when necessary facts and skills are embedded in
experiences that relate to real life, when there’s a big picture” (Pool, 1997).
Malcolm Knowles reiterates in an andragogical model of learning, “adults want
immediate, real world applications” (Knowles, 1990). And it’s those examples
that will motivate them to learn (Knowles, 1990). Practitioners can use this
strategy to overcome the challenge of keeping learners motivated.
Applications
Since the brain is doing many things
at once, it’s best for a practitioner to provide learners with multiple ways of
learning. In a math class, they could not only use a whiteboard for examples,
but give a handout, allow small group work, provide videos in class or in an
email link, or play math games in class. The more techniques used, the more a student’s
brain will be stimulated and able to retain information.
To keep
stress levels low in a classroom, a practitioner could start the course with a
layout, outline, or list of rules and expectations along with a list of
assignments and due dates. This would give the students a good idea of the
overall expectations for the course and help them plan their other life
responsibilities. Along with academic expectations, classroom interaction
expectations could be listed. Mutual respect in a classroom between the
instructor and learners as well as respect among the learners with each other
would alleviate stress and could help form connections among the students.
Keeping stress levels low by using
humor and laugher can be achieved with simple jokes. This would help students
retain information and make them laugh (or groan). The idea of encouragement
through positivity fits in here and leads into the next important theory of
brain plasticity.
If students fear a subject, it’s
important for them to know the brain can change and they can learn. Assigning a
short video for students to watch about this scientific fact can show them their
instructor isn’t just making something up, but there is real evidence proving
this. This video from Khan Academy is great and only three minutes long: https://www.youtube.com/watch?v=WtKJrB5rOKs.
Instructors using real life examples
is important for adult learners. Since these examples are what motivate them to
learn, a practitioner would benefit from including them whenever possible. An
instructor could ask students what their majors are, or what they are
interested in, then frame classroom material around these subjects whenever
possible. An instructor could turn this assignment around to students and ask
them to provide examples where they use what they have learned in a general
education class in their major specific classes.
Reflection
Highlights
Seeing some of the things I do in
class being shown as helpful for adult learning makes me so happy. There are
also so many more good ideas and examples of things I know I can improve on in
the future. I love making jokes with students and telling dorky math jokes.
Knowing now that some of these things can improve their retention of
information is just spectacular. I also enjoyed learning more about brain plasticity.
Students have such a math fear and don’t think there’s any way to do well in
math class. Now, I have more information I can share with them about how it’s
completely possible for them to succeed.
Process
I read through the chapter in the MacKeracher
text about the brain and mind in learning and highlighted the information that
I found most fascinating. I then researched those specific topics in the Ball
State Library databases. I printed out many articles, read through them again, and
highlighted elaborations on the original theories I found interesting. I wrote
them all down, then formed them into sections that built on each other and
worked together.
Table 1. Summary of Theoretical
Ideas
Main Theoretical Ideas
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Summary of How to Apply Ideas
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The brain is a
multitasker. It can be receiving academic information, but also thinking
about other things that don’t apply to what an instructor is trying to teach.
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Use multiple ways to
relay information. Written examples on the board, handouts, pictures, videos,
games to help learners understand and process in different ways.
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Laugher and being happy
or positive can help a person learn.
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Use jokes, humor,
stories, uplifting words, positive comments, to keep the environment upbeat.
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Low threat environments
are generally the best for learners as stress (cortisol) is reduced.
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Keep stress levels
lower by not putting people “on the spot.” Remind students that they are
learning and shouldn’t know everything yet.
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The brain has
plasticity and can and does change over time. Making stronger connections in
the brain helps it stay strong.
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Encourage (or require)
students to practice what they learn. Remind them that it is possible for
them to learn, they just need to put in time and effort.
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Real life or relevant
examples are the best for learners.
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Use student’s
interests, both academic and not, in examples or project in class. Let them
make groups based on majors so they can talk more about what they’re
interested in with relevance to the class.
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References
Blakemore, S.-J., & Firth, U.
(2000). The implications of recent developments in neuroscience for research on
teaching and learning. London: Institute of Cognitive Science.
Cortisol: too
much of this stress hormone can poison the brain: excess cortisol is linked to
hypertension, mood disorders, impaired learning and memory, and other brain
ills. (2013, November). Mind, Mood & Memory, 9(11), 6+. Retrieved from https://link-gale-com.proxy.bsu.edu/apps/doc/A348313400/HRCA?u=munc80314&sid=HRCA&xid=4af651ce
Caine, R.N., & Caine, G. (1991). Making
connections: Teaching and the human brain. Alexandria, VA: Association for
Supervision and Curriculum Development.
Khan Academy. (2014, August 19).
Growing your mind [Video]. YouTube. https://www.youtube.com/watch?v=WtKJrB5rOKs
MacGibbon, M. (2012). Winning with
laughter. Canadian Manager, 37(2), 8-9.
MacKeracher, D. (2004). Making
sense of adult learning (2nd ed.). Toronto, Canada: University
of Toronto Press.
Pool, C.R., (1997). Brain based
learning and students. Education Digest, 63(3), 10-15.
Sherman, S. M. (2014). Let’s lighten
up! Play and humor have important roles in learning. Education Digest, 79(5),
13-15.
Weiss, R. P. (2001). The mind-body
connection in learning. T+D, 55(9), 60.
Wischnewski, M.M. (1983). Humour:
Why educators should take it seriously. Toronto: Ontario Ministry of
Education.
2 comments:
I love your application to help reduce stress during class. I am glad to see I am not the only one that uses humor and tells stories. When I am explaining a concept, I always use my personal stories to help the learners to put it in context. Plus the stories are about my husband and by the end of class, they all feel like they know him. But it definitely reduces stress and makes them feel connected to me and the other participants of the class.
Gains: Very interesting theory review. I was intrigued to know that the brain does not learn well when it is frequently threatened. It certainly makes sense. I would agree with you that humor is one of the best ways to make any environment less stressful. I’ve learned so much from your review, and you have made some very strong points. Thanks for sharing!
Suggestions: I would suggest not using jargon. For example “kind of ‘wander off’” can tell the same message with simply “wander off” (omitting kind of). I would also suggest expanding on ways to implement humor into the classroom. Your paragraph only has two sentences. Perhaps voice inflections, exaggerated facial expressions and movements, or hilarious personal stories could also be good ways to achieve humor.
Nonetheless, great work!
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