Theory Review: Brain and Mind Learning

 

Dorcas Acherekoh

Department of Teaching, Ball State University

EDAC 635, Spring 2022

Professor:  Dr. Bo Chang

February 10, 2022

 

 

 

 

Student Name	Commented On
Dorcas Acherekoh	Chad miller
Dorcas Acherekoh	Sifat Baig

 

 

                                              Historically           

            Hippocrates (460 to 380 BCE) was the first to identify the brain as a source of human sensation, knowledge, and wisdom; centuries later, the stoic philosophers also considered the human experience to be wholly embodied. However, debates on mind and brain were linked through evolutionary psychology, especially Baldwin in the late 1800s. In his 1755 essay on psychology, Bonnet especially linked mind, brain, and education without proposing any educational program. Then in 1978, we saw the publication of Brain Research and learning (Clay comb). Currently, cognitive neuroscience is making rapid strides in an area highly relevant. John T Breuer's influential paper," education and the Brain: A Bridge too far." (1997), challenged the educational relevance in neuroscience. Breuer (1997) argued that teachers cannot translate neuroscience research directly into practice and proposed that teachers embrace cognitive psychology to better learn.

                                             Theoretically Points

The brain is made up of nerve cells called neurons. They are the basic building blocks of the nervous system, and they store neurotransmitters, which are the chemicals that run the brain and, therefore, the whole body. The brain utilizes neurotransmitters to inform the body to perform everything.

The brain is also a unique organ that processes information simultaneously and gathers itself through human development. The brain is a parallel processor; we need to be mindful of the rules that control and constrain the brain's activities and ensure that our facilitating strategies do not violate these rules (Caine & Caine, 1991). All these research results in a learning approach that is more appropriate to how the brain naturally learns best. The easiest way to understand how the brain functions in learning are to view it as having three levels, each having its form of memory, gathering information, sense of space and time, its way of intelligence, and its means for controlling behavior. This triune brain as a whole works through a precarious, constantly changing balance among the three levels (Caine & Caine, 1991).

             Brain-based education or Brain-Compatible has substantial implications for teachers and learners worldwide. (Eric Jensen) When you are engaged in conscious learning, the tour monitors and manages all your bodily functions and dealing; awareness concerns may become a more significant problem to the learner than education. The use of time must be flexible enough to allow for varying individual situations.

Additionally, the brain allows for both conscious and out-of-conscious learning. A student can learn by reading African Americans' slavery in social studies class and at the same time learning to hate to read history because it is past and gone. We know from our experiences and remember how it happened, not what we are constantly told. Learners and facilitators need to learn how to become aware of and benefit from out-of-conscious teaching and learning through processing the total experience: not just the information and strategies presented by the facilitator. (Caine & Caine, 1991)

              Furthermore, all that we learn is rooted in the context we know. The 'context' involves various components, including social interactions, physical environment, personal comfort, the language used, and the information learned. The brain is responsible for processing these contexts, including facilitators' accounts of gained experience through learning by learners. Facilitating success depends on having learners use all their senses and immersing learners in many different, complex, and interactive experiences over time. ( Mackeracher, 2004)

It means learning involves the entire body and is affected by factors such as health and nutrition. Our eating habits or behaviors are complex and have a lot to do with what is happening inside your brain, not just inside your stomach. Reducing stress is essential for various reasons, including brain health. Stress messes with learning and memory.

                                                   Application

Facilitators should consider the learner's cognitive psychology to better learning or thinking ability. People think differently in various stages of life. Thinking changes over time, and this theory indicates what individuals are capable of as they receive information from different sources, such as the use of technology—acquiring vital information from the environment to assist learners in understanding the needed information. Facilitators must assess the learner's readiness because the development of stages helps to know the information or lessons to teach. For instance, a teacher should not teach calculus in graduate school because it will be boring for learners. Facilitators should provide problem-solving questions and expect learners to solve the problem critically.

            For the brain to function as a parallel processor, instructors or facilitators must utilize modules or new learning topics in multiple formats or presentations. For instance, the facilitator can do a video to introduce a new topic or write lecture notes or instructions in the form of an expression using PowerPoint slides. Learners can be grouped to discuss and share ideas or opinions on the topic. This will usher in the opportunity for learners to perform a given task by facilitators in various ways.

             Brain-based learning supports a practical path to transform schools into complete learning organizations. We are all excellent natural learners without faulty brains, but failing institutions indicate a flawed system. The brain learns best through effective practice and learning experiences. Facilitators must engage and provide learners with various application topics of incidents or activities to avoid distraction to stay focused or take advantage of natural attention. For instance, facilitators can engage learners through teamwork projects to discuss.

 

 

                                                   Reflections

       It was fascinating to have an extensive insight into the brain-mind in learning. Knowing the essential role the brain plays in our body as a health coach, it's no secret that cognitive decline happens to us all as we age. But there are some activities one needs to follow or practice to improve the brain and body. Some critical factors for a healthy brain are hydration, learning new facts, or developing new skills considering a Mediterranean diet. A review looked at the effects of this status on cognitive performance and mood found these factors linked. Finally, this review has motivated me to encourage learners to have a positive mindset, engage in lifelong learning to exercise the brain, and avoid activities that will course their emotional stress.    

                                             Process

I first read chapter five on the brain and mind in learning from the Mackeracher second edition book. Using my yellow marker, I did mark all relevant points or concepts that will support the theory review. I researched essential journals and articles using Google Scholar. I read the selected ones and wrote the vital issues of the theoretical or the main idea.

Summary of theoretical ideas

Main theoretical Ideas	Summary of how to apply main theoretical ideas in practice.
The cognitive approach in psychology is a relatively modern approach to human behavior that focuses on how we reason and solve problems. It assumes that our thought processes affect how we behave.	Facilitators must assess learners' readiness because of the development of stages of life. Therefore instructors at each level should consider an easy and straightforward strategy to impact knowledge. It helps to know the information or topic to teach. Also, facilitators must motivate and guide learners. For instance, (1) The ages between birth to two years: behaviors are limited to sensory perceptions. (2) The ages between two to six years cannot mentally manipulate information and can't understand the point of view of others but learn to utilize language. (3) The ages between seven to eleven gain a better understanding and think logically about concrete activities but are challenging to understand theoretical concepts. (4) The ages between twelve to adulthood develop the ability to reason about abstract concepts skills, plan systematically and think logically.
The brain is a parallel processor. It is a period whereby multiple information is processed within a given time. This works perfectly with the visual system because the brain separates what is seen into colors, shape, depth, and motions.	Prepare topical context using multiple options or methods. Learners may work as a Team or on their own. Facilitators can Write notes show videos presentations using PowerPoint slice.
We are all essential natural learners because of the unique nature of the brain in learning.	Facilitators must develop exciting topics to discuss by learners to share their life experiences. If the learner is interested in the subject, learning increases.
Stress in Learning.  Is a situation whereby the student work rate decreases and causes a lack of concentration.	Facilitators should allow learners to walk around between long hours of teaching & learning or a break from classroom activities to free their mind for a period and engage them in physical exercise to reduce stress.

 

References

Clark, V. P., & Parasuraman, R. (2013, September 12). Neuroenhancement: Enhancing brain and mind in health and disease. NeuroImage. Retrieved February 14, 2022, from https://www.sciencedirect.com/science/article/pii/S1053811913009385

Golombek, D. A., & Cardinali, D. P. (2008). Mind, Brain, education, and biological

         timing. Mind, Brain, and Education, 2(1), 1-6.

            https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2008.00022.x

Levine, D. S. (2018, November 2). Theory of the brain and mind: Visions and history.            Artificial Intelligence in the Age of Neural Networks and Brain Computing.                      Retrieved February 14, 2022, from 

        https://doi.org/10.1016/B978-0-12-815480-9.00009-8

 Gage, F. H., & Muotri, A. R. (2012). What makes each brain unique. Scientific                   American, 306(3), 26-31.

         https://www.jstor.org/stable/26014253

 FerrariM., & McBrideH. (2011). Mind, Brain, and Education: The Birth of a

      New Science. Learning Landscapes, 5(1), 85-100.

        https://www.learninglandscapes.ca/index.php/learnland/article/view/Mind-Brain-             and-Education-The-Birth-of-a-New-Science/533 

Mackeracher, D. (2004). Making sense of adult learning (2^nd ed.) University of Toronto Press.

https://cognitiontoday.com/brain-based-learning-theory-strategies-and-concepts/#Brain-Based_Learning_Theory