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BRAIN AND TEACHING - PART 1

BRAIN AND TEACHING - PART 1 | TEFL & Ed Tech | Scoop.it

 

When I’m hungry my brain gets angry. When I drink too much my brain gets groggy. When I’m not learning anything new, my brain gets restless. Over the last few months I’ve befriended my brain in a way I didn’t think it would be possible. Because of my interest in psychotherapy, I read The Mindful Brain. Because of my urge to look after my own brain, I read Making a Good Brain Great. And now I go full circle and delve into the connections between brain studies and education. I’ve just finished reading Ignite Student Learning by Dr. Judy Willis. I also travelled to beautiful Santa Barbara, CA, and joined teachers and school administrators from different parts of the world for a 4-day seminar on the links between learning and neurology applied to education.

 

The event, which was co-sponsored by Learning and the Brain, was led by Dr. Judy Willis herself. Judy has the “best of both worlds”, so to speak. She’s a neurologist who took a new turning point in her career, went back to university and got a degree in Teaching. She didn’t stop there. With her teaching license in hands, she got a job as a teacher and became a full-time primary school teacher! (I imagine she talked to her brain and they agreed it was high time they tried out some new synapses!)

 

I’ve learnt so much in these four days that I decided to share some of what we discussed in Santa Barbara with you. Initially and in preparation for a full-blown seminar, I’ll be writing a few editorials on facts about the brain and their classroom implications. Hopefully by doing so, we’ll be opening ourselves up to an exciting field that has a lot to contribute to education. If, like me, you’ve been trying to reform education and help it create new linchpins, this could be it. (Don’t say I didn’t warn
you.) Also, because, as brain specialists know: Neurons that wire together, fire together. So here's my selfish inner motive: By sharing my views with you via these editorials, I hope to be able to wire my neurons even more together.
(BTW, count that as lesson # 1.)

 

Lesson # 2

To understand how the brain works, we need to consider where it all starts. If you think you can talk directly to your student’s PFC (short for pre-frontal cortex as if you were saying: OK, time for a PFC-to-PFC talk.) you’ve got another thought coming. It all starts with the RAS filter (short for Reticular Activating System). The RAS is a primitive low brain structure that is programmed to select intake based on survival value for animals in unpredictable environments. Imagine this as being the entry door to your home - the threshold for knowledge. (Imagine you look through the peephole of your door and you don't like what you see. Do you open the door just the same?)

 

This primitive structure responds to threat by shutting down, or more accurately, activating the fight-flight-freeze response in our body. The interesting point for us, teachers, is it doesn't take too much for this system to be turned on. A student who's being teased by a classmate may feel threatened to the point of temporary unresponsiveness. The facts are simple, but the implications for the classroom are numerous. You can’t pre-determine what your students’ brain will allow in. Just know that information is more likely to be selected if there is no threat and (here goes a new piece of information) when the stimulus is novel.

 

So what you can effectively do is minimize the chances of your students feeling threatened by lowering the affective filter in the classroom environment. In other words, according to Judy Willis, Stephen Krashen was definitely right.One of our main challenges in the beginning of a lesson is to present information in such a novel way that the RAS will select this input over other competing stimuli. Yes, as a teacher you will be constantly competing for attention!

 

Time for a sy-napse (A term coined by Dr. Judy Willis: Your brain is beginning to switch off, I can feel it, so let’s give it a break.) Stop for a minute and share what you’ve just read with a fellow teacher if you are in the teachers’ room, or your partner or a friend, if you are outside school, or your neighbor, for that matter. Never mind who
you share it with, just do the sharing.

 

But before that, here’s a preview of what we’ll be talking about in my next post: How do we stimulate a brain? (Part of the answer lies in deciding why I included this question here.) Ask your brain WHY and sleep on the answer.

 

P.S.

Don’t blame me if you get bitten by the brain bugs. ;-)


Via Guilherme Pacheco, FEED THE TEACHER
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