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
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Student Name |
Commented On |
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Dorcas Acherekoh |
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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
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Main theoretical Ideas |
Summary of how to apply
main theoretical ideas in practice. |
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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. |
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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. |
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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. |
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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.
Mackeracher, D. (2004). Making sense
of adult learning (2nd ed.) University of Toronto Press.