For a number of years now, I've been following developments in neuroscience that have direct application to learning. Much of what has been discovered - or is being discovered - is downright interesting, but it will take some time (and classroom-based research) to determine what is applicable to our independent school students.
In any case, what I find so remarkable is the concept of neuroplasticity, or the idea that the brain is capable of learning in many different ways. Differentiated instruction, which I've touched on before, is a method that allows educators to capitalize on neuroplasticity as a cornerstone of learning.
Additionally, as functional MRIs show us what areas of the brain are activated in a high-performance fashion, we will be conducting research to determine which pedagogical methods best produce that kind of activation...and we will advance learning even more.
A recent finding that has pedagogical implications (in the positive sense) is that emotion - specifically, admiration - is helpful to the brain when making decisions. Mary Helen Immordino-Yang, who serves two roles at USC (assistant professor education AND assistant professor of psychology at the Brain & Creativity Institute), shows that admiration helps to increase the self-awareness of the brain, which in turn affects the body's basic performances in a positive way. That has classroom implications. "Students are taught that rational decision-making is devoid of all emotions.
This is clearly not true," she said. "If you try to dissociate from your
emotions, the worse your decision-making will be. This could be a useful lesson
for standardized tests and curriculum makers. Educators should try and help kids
analyze their emotions during tests, not put them aside."
Johns Hopkins recently launched an initiative called the Neuro-Education Initiative, housed in the School of Education. Its mission mission is to foster dialogue among educators and brain science researchers to
develop joint research projects.
The Neuro-Education Initiative also offers educators a Mind, Brain, and
Teaching Certificate. This 15-credit graduate certificate is designed for K-12
teachers, administrators, and student-support personnel who seek to explore how
neuroscience research informs educational practice. The certificate program
started this summer, and online courses will be available in 2010.
I hope that educators, administrators, and boards will see the utility of interdisciplinary studies in brain research and education, and that professional development funds will be allocated to this area of growing research and practice. Additionally, with online courses available next year, there should be even more opportunity (and reduced cost) for educators to take these courses!
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