The Latest on How the Brain Works
From:
NEA Today Newspaper
April,
1997
; Page 17
Definition,
please.
Nature
or nurture? It's an old argument -
with new research on
how the brain works that may tip the scales.
New
brain-based research challenges the notion that genes
determine intelligence. Those who
subscribe to brain-based
learning theory say that a child's experience in the first 12
years of life play a much bigger role in determining whether a
child is bright, inquisitive, or confident.
Babies'
brains, say the researchers, are made up of trillions
of unconnected neurons waiting to be connected to other
neurons, much like a computer is programmed.
More
connections - formed when children are stimulated and
supported in their learning - mean a better functioning brain
for life.
There
are four main principles of brain-based learning:
-
Millions of patterns in the brain form from huge amounts of
input.
-
Millions of programs in the brain result from learning by
doing.
-
Feedback fine-tunes the brain's patterns and programs.
-
Students who feel safe and secure can learn more than those
who don't.
What
are the practical messages for educators?
1)
According to brain-based research, the early years of a
child's life - when neural connections are made - are more
critical than ever thought before.
2)
Hands-on learning is crucial to making neural connections
that will be crucial throughout life.
3) A
safe learning environment is essential for children to
reach their potential.
Why
is this revolutionary?
"Because
it's changing the way many teachers structure learning
for their students," says researcher Robert Sylvester, author
of A Celebration of Neurons: An Educator's Guide to the Human
Brain.
"Memorization
only taps into one part of the brain," Sylvester
says.
"With
brain-based instruction, teachers immerse children in a
variety of hands-on and problem-solving experiences, which
engage their brains more fully than simply reading textbooks
out loud."
How
hot?
In
the past 10 years, brain research has gained credibility,
funding, and attention. The topic
has been on the covers of
Time and Newsweek, the front pages of countless newspapers, and
the subject of radio and TV public service announcements.
Recent
new developments in brain research have caused a flurry
of activities focused on infant and early childhood
development. This month, President
and Mrs. Clinton will
convene a White House conference of educators and researchers
on how the brain works.
Brain
research will also be the cornerstone of a major
multimedia campaign sponsored by the Families and Work
Institute to support families with young children.
The
campaign includes a television show, a CD-ROM, and a Web site.
Brain
research is so critical the American Academy of
Pediatrics is disseminating information about it to all of its
members.
The
National Conference of State Legislatures is forming a
group of state legislators who will introduce legislation based
on research findings that show what children need to thrive and
learn.
Finally,
more and more educators are studying brain research -
and using it to change the way they teach.
How
does brain-based teaching work?
"Many
of us were taught to present things logically, in neat,
step-by-step sequence," says Barbara Pedersen, a Lebanon,
Indiana elementary teacher who now coaches colleagues on
brain-based instruction.
"Brain-compatible
teaching doesn't work that way because the
brain doesn't work that way," she says.
To be
"brain-compatible," Pedersen says, teachers should:
- Provide meaningful first-hand experiences.
"Students won't
understand the vast Pacific Ocean if they don't first
understand the pond in their back yard," Pedersen says.
-
Create an enriched environment, which can include music,
field trips, visiting artisans, books, reproductions of famous
paintings, and more.
-
Give students time to process what they're learning.
Let
them question and probe.
-
Offer choices in activities.
-
Build trust and a safe environment for kids.
"Students
shouldn't be pressured to learn," Pedersen says.
"They should
be stimulated to learn."
Why
bother?
"All
you have to do is look inside my classroom for the
answer," says Sharon Smith, fifth grader teacher at Dry Creek
Elementary School in Rio Lindo, California.
"My
students are engaged. They're not
looking at the clock or
looking at me for answers. They're
trying to figure it out for
themselves, they're asking questions of each other, and they're
actively putting all the pieces together. That's
the wonder of
brain-based learning."
What's
the downside?
"It
takes time and work to restructure your way of working and
your way of thinking," says Smith. "You
may be challenged to
change the way your school day or school curriculum is
structured. That isn't always
easy."
Who's
throwing stones?
To
brain researchers, the early learning window is so small
that even programs like Head Start may be too late for many
children. Many believe those who
aren't properly stimulated by
kindergarten will never fully catch up.
Those
who disagree - who believe it's never too late to rewire
"broken circuits" - fear that brain research will provide a
rationale for writing off disadvantaged kids.
Need
more information?
There
are a number of books and publications on brain research
and brain-based learning. Here are
just a few:
-
Brain Development in Young Children: Research
and
Implications. Rima Shore.
Families and Work Institute,
212/465-2044
-
Teacher TV. "Teaching to the
Brain." This episode of
Teacher TV - coproduced by NEA and The Learning Channel - looks
at two schools where a brain-based teaching approach helps
students learn. To order, call
800/229-4200.
-
Making Connections by Renatta and Geoffrey Caine, $15.95 from
Addison-Wesley Publishers, 800/447-2226.
- The
Association for Supervision and Curriculum Development
offers the following two publications. For
more information on
them, contact ASCD, 1250 N. Pitt St., Alexandria, VA
22314-1453, 703/549-9110.
- A
Celebration of Neurons: An Educator's Guide to the Human
Brain by Robert Sylvester
-
ASCD Select: Brain-based Learning
