Current Brain Research Tells Us…

File_000 (3)The traditional model of “School” was created to support the Industrial Age, pushing out workers into an economy that valued monotony and the algorithmic routines of assembly lines. Students learned the same thing, at the same time, and developed the same skills necessary for the type of work environment most would enter after graduation. Current brain research reveal 4 important truths that have been missed in the past. This understanding of the brain supports the current economy which places value on skills such as critical thinking, creativity, global connections, and heuristic means to create novel ideas.

This

Not This

#1   Intelligence is Variable

We think, learn, and create in different ways. Intelligence is multifaceted and students need a range of opportunities to discover varied intelligences.

Intelligence is Singular

Intelligence is developed and demonstrated in one way. There is only one right answer and one way to demonstrate understanding.

#2   The brain is Malleable

Intelligence can continue to grow and be strengthened. Intelligence is NOT fixed, the capacity to continue to learn is immeasurable. Provide students varied and rich learning experiences to strengthen multiple intelligences.

The brain is Fixed

Intelligence is fixed and determined at birth. Only the earliest years in a child’s life are important for brain strength and growth. Educators can not fill the gaps from home.

#3   The brain hungers for Meaning

Learners seek to make sense of information and recognize patterns, connections to prior knowledge and experiences, and organize their learning around larger concepts.

The brain recalls Information

Learners retain information best when imposed upon them. Teaching students important test-taking vocabulary and information in isolation ensures understanding.

#4   We learn best with moderate Challenge

Learners retreat to self-protection mode if faced with too tough of a challenge or have been allowed to continually fail. If the task is too easy, motivation and interest wane. A task that  is challenging for one learner may not be for another, therefore differentiating tasks is key.

We learn best through Success

Learners who succeed will continue to learn and push themselves. Tasks should be designed so all students experience immediate success. Any difficulty in learning  is met with resistance and the learner gives up.

(Information in part via Tomlinson)

As educators, this information helps to inform practice and remove outdated bias we hold on students, learning, and intelligence. With the understanding that the brain is malleable and intelligence is variable, differentiation in the classroom and rich learning experiences support all students. Tasks and units can be designed to support inquiry, provide choice, and are tied to conceptual thinking. Students grow and strengthen intelligence in multiple areas and leave our care with the ability to think, learn, and create differently.

 

Sources:

  • Carol Ann Tomlinson
  • Howard Gardner
  • Carol Dweck

About sfarnsworth

Educational Services Consultant: Literacy, Technology, and AIW. Certified Google Innovator. Staff Developer
This entry was posted in #edchat, beliefs, brain research, Differentiation, edchat, Education, Student, Teacher, Teacher Beliefs and tagged , , , , , , , . Bookmark the permalink.

2 Responses to Current Brain Research Tells Us…

  1. Pingback: Resources added to Diigo (weekly) | Beth Holland

  2. Pingback: 4 Brain-Friendly Practices in a Student-Centered​ Classroom | Shaelynn Farnsworth

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