Chapter 1:
Follow the Research
Follow the Research
What Does Current Brain Research Tell Us?
There is a lot of brain research studies out there, but not all are high-quality. It's important to read it critically to ensure that the design and conclusions are sound. Some of it is just loosely-proven folklore. Here are some key ideas:
There is a lot of brain research studies out there, but not all are high-quality. It's important to read it critically to ensure that the design and conclusions are sound. Some of it is just loosely-proven folklore. Here are some key ideas:
- Cognitive enhancements are a real thing. These are nutritional supplements and brain training strategies that increase the formation and reorganization of neural networks. As a result, the brain has increased flexibility, efficiency, and storage capacity. The three cognitive enhancements that work the best are: exercise mediation, and some computer games (Doyle, 2011).
- Neuroplasticity is a concept that describes how experiences build neural connections. Performing a well-practiced skill doesn't create connenctions -- the brain is on autopilot. But when we learn and practice new skills that engage our attention, we do build new connections (Begley, 2011). However, this new learning doesn't generalize to other tasks -- in other words, doing crossword puzzles only makes you good at crossword puzzles!
- Our minds wander frequently -- and that's a good thing! Daydreaming helps us to connect the present with our future goals (Smallwood & Schooler, 2006).
- While the brain truly can't do two things at once, it is able to quickly shift back and forth between multiple tasks. However, "multitasking" can lead to brain fatigue. This makes learning more difficult since our brains can't pay attention when fatigued. Research tells us that taking a break, like a walk in nature, can reduce brain fatigue (Berman et al, 2008).
SUGGESTIONS FOR IMPLEMENTATION
Have Your Students Do As Much of the Work As Possible
Students must use new information and skills at multiple occasions in order for their brains to build new neural connections (Doyle, 2011). It also helps if they use the new information and skills in a variety of ways (Schacter, 2001).
Ways to Let Students Do the Work:
Students must use new information and skills at multiple occasions in order for their brains to build new neural connections (Doyle, 2011). It also helps if they use the new information and skills in a variety of ways (Schacter, 2001).
Ways to Let Students Do the Work:
- Cumulative Testing: Focus on two or three of the most important points from each section of the course and retest those points on multiple occasions.
- Wiki Sites: Establish a wiki, or other online environment, as a place where students can post questions and you can post responses. This site then becomes the students' test review material.
- Multiple drafts of papers: Allow students to rewrite papers to address corrections or suggestions for improvement.
- Practice quizzes: Taking a test over studied material increases retention of that material on subsequent tests. To save class time, the practice quizzes could also be online.
- Concept Mapping: Require the students to make visual representations of their notes. The process of setting priorities and establishing connections in order to present information visually will improve their learning.
PERSONAL AND/OR PROFESSIONAL CONNECTIONS
When I was an undergraduate studying biology and nursing, I was taught that the brain was made of permanent tissue -- meaning that it can't be regrown or replaced. However, we now know that the brain is far more "plastic" because of how the neurons connect to each other. While the brain may not be able to regrow, It is able to "grow knowledge" by reorganizing neural networks. Besides the implications for teaching and learning in an educational setting, there are exciting possibilities for the healthcare field as well. There is exciting research coming forward about the brain's ability to train another part of the brain to take over the responsibilities of an area of brain damaged by a stroke or injury. By helping the patient to purposefully process sensory input, we may be able to accelerate that retraining process.
RESOURCES
Begley, S. (2011). Can you build a better brain? Retrieved June10, 2011 from http:// www.newsweek.com/2011/01/03/can-you-build-a-better-brain.html
Berman, M.G., Jonides, J., & Kaplan,S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19, 1207–1212.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Goldberg, E. (2009). The new executive brain:Frontal lobes in a complex world. New York:Oxford University Press.
Ratey, J. (2001). A user’s guide to the brain. New York: Pantheon Books.
Schacter, D. (2001). The seven sins of memory: How the mind forgets and remembers. Boston, MA: Houghton Mifflin.
Smallwood, J. & Schooler, J. (2006). The restless mind. Psychological Bulletin, 132(6), 946–958.
Berman, M.G., Jonides, J., & Kaplan,S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19, 1207–1212.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Goldberg, E. (2009). The new executive brain:Frontal lobes in a complex world. New York:Oxford University Press.
Ratey, J. (2001). A user’s guide to the brain. New York: Pantheon Books.
Schacter, D. (2001). The seven sins of memory: How the mind forgets and remembers. Boston, MA: Houghton Mifflin.
Smallwood, J. & Schooler, J. (2006). The restless mind. Psychological Bulletin, 132(6), 946–958.