It may answer this vital question—Do students learn because of our efforts or despite them?

Definitions of Learning

• Learning is the establishment of new synapses—the density of the brain, as measured by the number of synapses is what distinguishes greater from lesser mental capacity (Lynch, UC Irvine 1997).
• Knowledge equals the pattern of connectivity among neurons—Learning is the modification of these patterns (Ira Black, 1991).

Limitation of Previous Research in Guiding Educational Process

1. Researchers focused on the knowledgeable events in the environment, and behavior.
2. We learned how to manipulate the student environment to achieve the behavior desired.
3. This observational approach developed a solid base of normative, practical professional knowledge.
4. However, this practical base of our profession was closer to folklore than scientific knowledge (Robert Sylwester, 1995).

The key to current research is:

• Knowing why, generally leads to knowing how.
• Using Brain Imagining Technologies (CAT, MRI, SQUID and PET) scientist can gather in a few hours what took 20 years of inferential lab work with non-human primates to gather.
• During the development of the brain in children, if neurons are not used they lose their ability to make connections. This is called neural pruning. Example: sounds of L and R in Japanese who later try to learn English.
• The messages sent from one neuron to another that occurs in learning and memory can be easily interrupted or interfered with. Stress can interfere.
• The more a learner learns, practices and uses information the more the neurons involved with this learning will increase their speed and efficiency.
• Each time a neuron fires the memory of the information transmitted is encoded exponentially—it is literally learned multiple times. This is called the LTP process,  Long Term Potentiation.
• The axon portion of the neuron is coated with a fatty substance call myelin. This substance is necessary for information to travel smoothly and with out loss of any of the information.
• The repetition of messages strengthens the neuro-pathways which  is great for learning but problematic for negative reinforcements like drugs, gambling, etc.
• We have a 100 billion neurons with each neuron connected to 1,000 to 10,000 other neurons—this makes for one quad-trillion connections.
• Since dendrite growth occurs as a result of neurons firing (being activated) a key in learning is developing activities that fire the neurons—however, neurons don’t fire if the stimulus is too weak.
• The threshold of activation for neurons is affected by many complex interactions including the genetic code, physical condition and environment.
• Neurons exit on a continuum of states from weak to medium to strong. When competing messages are received the stronger one gets through.

New Brain Theories and Hypotheses and their Application to Teaching

• That nature plays a far more important role than previously believed in our development to the extent that the argument of nature vs. nurture is an irrelevant issue.
• These new theories and hypothesis also suggest that many of our beliefs about instruction, learning and memory are wrong.

Applications to Teaching

What promotes neuro-growth?

• Enriched environments in which students are active. The relationship between active involvement and effective learning is so strong that the "effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase involvement in learning (Gardiner, 1998). By active it is meant frequent student and faculty interactions both in and outside of class.
• Low stress environments with a great deal of meaningful, helpful and positive feedback.
• Positive feedback may be the single most dynamic influence on brain chemistry. The secretion of serotonin, dopamine and endorphin make the body feel good but also promotes the transmission of messages in the brain more easily and quickly (Sylwester 1997).
• These chemicals are also released by a meaningful relationships, an affirming touch or a smile (Glenn, 1990).
• Music and singing may also promote the release of these positive brain chemicals.
• Proper nutrition—proteins aid alertness. Carbohydrates and fats trigger serotonin leading generally to relaxation and sleep. Heavy fats and sugars cause the blood flow to go to the digestive system and away from the brain.
• Ability to socialize, work in learning communities, sharing with others, discussion, and team activities all lead to the release of the feel good chemicals.
• The use of portfolio for assessment which allows students to demonstrate learning through multiple sensory means and in multiple ways will produce a more accurate assessment of what students know.
• Instruction might include a classroom with many multi-sensory, cultural and problem layers that are closely related to the real world environment in which we live.
• Drawing out existing abilities encourages the personal construction of categories rather than imposing existing categorical systems.

Faculty wanting further information about any of these topics are encouraged to contact Terry Doyle at doylet@ferris.edu

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