Modern technology provides us with a new
understanding of how we learn. Recent developments in technology such as
Positron Emission Tomography (PET) and Magnetic Resonance Imaging (MRI) have
expanded our knowledge of how the brain works and been influential in the
development of new theories of learning and intelligence. Through this
understanding we are redefining intelligence and using it to develop classroom
applications intended to provide better learning opportunities for all
students.
The brain is generally thought of as
consisting of three major parts: the brain stem, the limbic system and the
cortex. The brain stem controls life functions, such as breathing and heart
beat, the limbic system is thought to be the center of emotion and the cortex
contains the neural networks that allow reason. The parts work through
electrochemical processes that distribute both chemicals and electric charges
through a vast network of tubes which extend throughout the brain and body.
Scientists believe that learning happens through the growth of additional neural
network connections created when electrical current passes along nerve cells
(neurons) and is enhanced by chemicals (neurotransmitters) which are discharged
into gaps between neighboring cells (synapses). When a particular pathway is
used, additional connections are created that ease the future use of the same
neurons. The process is similar to that of water wearing channels that
eventually grow into rivers.
If, as scientific research indicates,
learning consists of the development of these neural networks, then the
challenge is to enhance this growth through education. Several theorists have
advanced hypotheses about this. David Perkins believes that there are three
types of intelligence. Neural intelligence, with which we are born, varies by
individual and allows the processing of information at different rates.
Experiential and reflective intelligences are open to change and experience
causes neural connections to develop as we reflect on past knowledge and learn
new through our senses. Howard Gardner’s theory of multiple intelligences
exists at different levels in the neural networks at birth but experience and
reflection enhance them.
In the brain based classroom the role of the
teacher changes from purveyor of information to one who creates an environment
in which all of the senses are enhanced to allow experience and reflection to
occur.
It is not the purpose of this unit to create
neuroscientists of teachers, however, a basic knowledge of how the brain learns
is important to enable the teacher to offer the best possible learning
environment for all students.
UNIT 3 ASSIGNMENT
1. Readings: Jensen chapters 3,4,5,6 & 7
The Brain at
http://members.aol.com/Rss51540/brain.html
(explore the website)
Understanding the Human Brain at
http://www.sfu.ca/~dkimura/articles/britan.htm
How the Brain Learns: The Brains
Behind the Brain by
Marcia D’Arcangelo
Your Child’s Brain
by Sharon
Begley
2. Readings: Explore for further review
several of the
websites listed in the
Unit 3 web resource list.
3. Action Assignment: You have been
furnished four lesson plans (lesson plans are from the ProTeacher website at
http://proteacher.com/). Read each of the lesson plans and select one for
comment. Does the lesson plan you selected reflect what we know about how the
brain learns? What senses would be used during the learning process? Which
parts of the brain would be involved and what learning process would occur
within the brain. Apply what you have learned about the brain and learning and
discuss what changes you might make to the lesson plan to make it more
compatible for brain based learning. Post your response in a short summary in
the discussion forum.
Unit 3 discussion: Read the postings of
other students in the discussion forum. Select two postings and respond to them
offering constructive and helpful comments. Select postings that do not have
more than two responses so that all students receive comments on their
summaries. You may respond to additional summaries as well. Be sure to
continue to check back for responses from your instructor and other students and
reply to those responses.