Module 2: Neurological Bases for Learning and Developmentally Appropriate Practice

Neuro Myths: Separating Fact and Fiction in Brain-Based Learning

In the article Neuro Myths: Separating Fact and Fiction in Brain-Based Learning, Sara Bernard discuss how this popular learning trend is actually a risky move and is not based on neuroscience whatsoever (2010). Most products that claim to be neuroscience researched is a lie claims Bernard. Basically, if it claims to be brain researched "forget it!" (Bernard, 2001). 

Busting Myths: 
-Our brains are unchanging before we even start school.... FALSE! Our brain is ever changing and able to adapt throughout our lives.
-People are either left-brained or right-brained...FALSE! 
-We use only 10% of our brains...FALSE! Evidence shows most of the brain is active in a healthy brain.
-Ages 0-3 are the most important learning ages...FALSE! Neuron connections are the greatest during this time, must published studies only prove this on rats, not humans!

Reflection:
I think as a teacher it is important to not get caught up in all the hype of brain tested curriculum. It is important to do your research to ensure that you are really using materials that are good for the brain, so that memory of students are truly being activated.

Bernard, S. (2001). Neuro myths: Separating fact and fiction in brain-based learning. Edutopia. Retrieved from https://www.edutopia.org/neuroscience-brain-based-learning-myth-busting.


Neuroplasticity: Learning Physically Changes the Brain

In this article, Sara Bernard, states that "the brain is remarkably plastic... even in middle or old age, its still adapting very actively to its environment" (Bernard, 2001). So, basically each brain in your classroom is continuously growing and changing every time a new concept is taught. During the process of neuroplasticity, connections between neurons and our brains are making connections meaning that when activities are repeatedly practiced or completed these neural connections are activated and shaped within the brain. Activities that are no longer practiced eventually eliminate themselves or "prune" themselves from the brain (Bernard, 2001).

Shaping Brains within your classroom:
-practice, practice, practice
-tap into your students schema so they can make connections
-enlighten students that they can change their brains! Learning is forever!

Reflection:
Having an understanding of how the brain works has proven to be a vital component of teaching that I never really put much research into, but in reality it is an important factor in the learning process and making knowledge stick. Teachers need to make sure that they are being each lesson working with prior knowledge, practice, practice, practice new concepts, and showing your students they are capable of doing anything!

Bernard, S. (2001). Neuroplasticity: Learning physically changes the brain. Edutopia. Retrieved from https://www.edutopia.org/neuroscience-brain-based-learning-neuroplasticity.


Science Shows Making Lessons Relevant Really Matters

In this article Bernard proves how the drill-and-kill method is scientifically useless! In order to make knowledge stick, students need to be able to make connections with the content and find relevance in the content. In the article, it states that learners need to attach new information to old information, meaning "the brain stores information in the form of neural pathways. If a student acquires new information that's unrelated to anything already stored in his brain, it's tough for the new information to get into those networks because there is no scaffolding to cling to (Bernard, 2001). To teach effectively students need to be able to put new information with old to make it stick!! Better keep using those KWL charts and activating students prior knowledge!!

Reflection: 
I honestly have always heard "tap into their schema," but although I did talk about what we already new through KWL charts or similar I truly did not know the whole purpose of this. From reading this article, I see that it is essential that we give students a way to connect their new learning to old learning so that we can ensure they are truly learning.

Bernard, S. (2001). Science shows making lessons relevant really matters . Edutopia. Retrieved from https://www.edutopia.org/neuroscience-brain-based-learning-relevance-improves-engagement.


To Enable Learning, Put (Emotional) Safety First

This article begins with the sentiment "happy learners are healthy learners" (Bernard, 2001). This seems as a simple matter, but the greatness of this statement is immeasurable. When the brain is stressed or unhappy, it actually has a way preventing information from be absorbed into the brain. Therefore, students who feel stressed or anxious during learning time are essentially not learning, as their brain is blocking any learning that is trying to take place. A way to make sure students feel safe and stress-free is:
-create a comfortable learning environment
-make students feel safe participating void of a feeling of needing perfection
-practice active listening

Reflection: 
My number one priority in my classroom is establishing a classroom where students feel comfortable and loved. I have found that by establishing love and respect within my classroom from day one make my students more eager and learn from me and their classmates. They loose that fear of perfection because they know they have a classroom full of peers that are their to help them in times of need. 

Bernard, S. (2001). To enable learning, put (emotional safety first . Edutopia. Retrieved from https://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety.







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