The folks over at mindflash developed this infographic about how and where the brain stores it’s information. While much of the brain’s information storage system remains a mystery, it is important to remember (see what we did there?) that memory is varied, nuanced, and often associative. Working memory is different than short or long term memory and what students take away from an experience or recall about it later, cannot be dictated by anyone else. They construct knowledge and memory themselves. It is why, as educators, we must be conscientious of providing environments and experiences that are meaningful, relevant, and engaging to them.
Below is an image from a Time Magazine article on the “Anatomy of Anxiety” from a few years ago. While the article is a bit dated, the relevance remains, especially for educators.
Students need to feel relaxed, safe, and welcome in order to learn effectively. If we focus only on content and raise the stakes of assessments, we increase some students’ anxiety and make it more difficult for them to learn. A reminder that our job in working with students begins, and is sustained, through relationship building and trust.
Image: Joel Ertola via Time
As with most things, “gaming” (or being engaged in video games) has both positives and negatives when it comes to developing minds. Too much gaming, and the positive effects are overshadowed by the negative.
Yet, the right balance can add another avenue for pursuing educational goals and achievement. As a result, more and more programs are using gaming to reach and teach students in ways they never could before. Therapy programs, schools, and even research scientists have all benefitted from the strategic use of games to increase successes.
Below is an infographic from Online Universities looking at the brain on games. What do you think? How have you used games in your work with students? What might we need to be cautious of in incorporating gaming in our learning environments? Share your thoughts and any resources you find valuable in the comments.
Image: Online University
An All Kinds of Mind’s School of Distinction, St. Andrew’s Episcopal in Potomac, Maryland discovered their top to bottom attention to research-based practices necessitated founding an institution dedicated to exploring the meeting ground between neuroscience research and educational practices. Their Center for Transformational Teaching and Learning was created with four key questions in mind:
1. What is learning?
2.Where does learning happen?
3. How do all students best learn?
4. What research in educational neuroscience can help inform and measure exceptional teaching and learning?
As a center, their mission states:
The CTTL’s long-term vision is to be a thought-leader in the neuro-science of teaching and learning and to share what we know and learn with public and private schools nationwide.
Its recent publication, Think Differently and Deeply, explores the application of emerging trends in the science of learning with their efforts to push each and every student to their fullest potential. While the publication unpacks the theories in the context of their school, readers will find transferable ideas for better meeting the needs of all students. Topics include neuroscience in education, design thinking, play, centrality of arts, and foreign language and the mind, among others.
The Royal Society, a self-governing Fellowship of scientists from around the world dedicated to “excellence in science and to encourage the development and use of science for the benefit of humanity,” released a series of modules in 2011 as part of their Brain Waves Project. The four modules explore the intersection of neuroscience, society and public policy with summarized analyses of research, challenges and recommendations.
The second module, Neuroscience: Implications for education and lifelong learning, is of particular importance for educators and policy makers alike. As we find that the world of neurology continues to make strides in understanding how the brain develops, changes and learns, we also find that there is a hunger for such knowledge at the classroom level. As a result there are more and more programs that help bridge the gap between research and practice.
Below is the Summary excerpt from the module. While the whole report is worth reading, these overarching key insights provide a good snapshot.
Education is about enhancing learning, and neuroscience is about understanding the mental processes involved in learning. This common ground suggests a future in which educational practice can be transformed by science, just as medical practice was transformed by science about a century ago. In this report we consider some of the key insights from neuroscience that could eventually lead to such a transformation.
- Neuroscience research suggests that learning outcomes are not solely determined by the environment. Biological factors play an important role in accounting for differences in learning ability between individuals.
- By considering biological factors, research has advanced the understanding of specific learning doffculties, such as dyslexia and dyscalculia. Likewise, neuroscience is uncovering why certain types of learning are more rewarding than others.
- The brain changes constantly as a result of learning, and remains ‘plastic’ throughout life. Neuroscience has shown that learning a skill changes the brain and that these changes revert when practice of the skill ceases. Hence ‘use it or lose it’ is an important principle for lifelong learning.
- Resilience, our adaptive response to stress and adversity, can be built up through education with lifelong effects into old age.
- Both acquisition of knowledge and mastery of self-control benefitt future learning. Thus, neuroscience has a key role in investigating means of boosting brain power.
- Some insights from neuroscience are relevant for the development and use of adaptive digital technologies. These technologies have the potential to create more learning opportunities inside and outside the classroom, and throughout life. This is exciting given the knock-on effects this could have on wellbeing, health, employment and the economy.
- There is great public interest in neuroscience, yet accessible high quality information is scarce. We urge caution in the rush to apply so-called brain-based methods, many of which do not yet have a sound basis in science. There are inspiring developments in basic science although practical applications are still some way off.
- The emerging field of educational neuroscience presents opportunities as well as challenges for education. It provides means to develop a common language and bridge the gulf between educators, psychologists and neuroscientists.
To take a look at a quick look at the module’s education policy recommendations, check out this post over at Q.E.D. Foundation.