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Time to understand and use Neurocognitive findings in classrooms


By G. Balasubramanian

As I reflect on my interactions with classrooms in the last five decades, I feel though the journey has been quite exciting, the road travelled has not been smooth. From the days of writing a lesson plan with behavioral outcomes more as a ceremony to perform to satisfy the authorities who matter, the practicability of those instruments in the classrooms has been less realistic. With extensive research in the field of education to define the process and the product of learning, the lesson plans had been metamorphosing from time to time with newer instruments to enhance effective learning.

Recent research in neurosciences has brought to light several concepts about learning demystifying our traditional understanding of how learning takes place. Several issues like the relationship between the brain and mind, cognition and learning, the neural scientists and neurocognitive researchers have explored memory and synthesis of knowledge. The understanding about neuro plasticity has further opened an entire universe of opportunities to deal with several issues related to the way the brain functions and facilitates our intelligent survival.

Eric Kandel was awarded Nobel Prize in 2000 for his remarkable research establishing the link between neural connections and the chemical changes in the body “Kandel found that as the snail learned, chemical signals changed the structure of the connections between cells, known as synapses, where the signals are sent and received. He went on to show that short-term and long-term memories are formed by different signals.” This being true to humans, our understanding about learning, memory and pedagogy needs re-engineering.

In the article in Scientific American “The Brain learns in different ways” Dr. Ronald Douglas observes “It turns out that strengthening a synapse cannot produce a memory on its own, except for the most elementary reflexes in simple circuits. Vast changes throughout the expanse of the brain are necessary to create a coherent memory. Whether you are recalling last night’s conversation with dinner guests or using an acquired skill such as riding a bike, the activity of millions of neurons in many different regions of your brain must become linked to produce a coherent memory that interweaves emotions, sights, sounds, smells, event sequences and other stored experiences. Because learning encompasses so many elements of our experiences, it must incorporate different cellular mechanisms beyond the changes that occur in synapses. This recognition has led to a search for new ways to understand how information is transmitted, processed and stored in the brain to bring about learning.”

The observations given above are some basic facts which our teachers need to understand if they must facilitate learning and active learning. Any superficial knowledge about learning theories alone may not suffice to program their pedagogical packages. Such packages may help to complete a formality in a professional set up but may not lead to empowered learning in a classroom situation. Dealing with the most conventional model of a classroom based on ‘one size fits all’ our current efforts not only do not meet the desired goals but appears more a feudal exercise in the classroom.

The research team of the University of Montreal has clarified the issues with the dynamics of learning through the following words “The brain is made up of billions of neurons that communicate with each other by forming trillions of synapses. These connection points between neurons are complex molecular machines that are constantly changing because of external stimuli and internal dynamics, a process commonly referred to as synaptic plasticity.”

A clear understanding of the idea of synaptic plasticity will bring an entirely different model of engagement with learning in a classroom calling for a differentiated learning approach. Further it will also shift the paradigm of learning from a pre-defined architecture for concept delivery to a more liberated model with focus and facility for the learners.

Says Prof. Lilian McDermott, a veteran professor of physics in his article “you learn what you teach”: “Learning is a deeply social activity. Sharing with others strengthens your learning and gives others the opportunity to learn as well.”

The need for peer interaction, more collaborative exercises, social construction of knowledge and a collective engagement to deal with several perceptions that might give a distorted view of the concepts under consideration will have to be considered as vital components of a learning engagement in a classroom. Teachers might need more support, handholding and motivation to make this journey purposeful.

The idea that learning is a unique process and is specific to a learner is further articulated through the following words of John Medina, the author of the book “Brain Rules”

“What you do and learn in life physically changes what your brain looks like; it rewires it. Historically, science deemed that there were just seven categories of intelligence: linguistic, logic, kinesthetic, spatial, musical, interpersonal, and intrapersonal. But evolving science tells us that categories of intelligence may number more than seven billion—the population of the world.

In other words, no two people have the same brain, not even twins. This means every learner’s brain, every employee’s brain, and every customer’s brain is wired differently.”

The current normative yardsticks of measuring knowledge and skills with standardized tools are certainly not the best way of assessment. Celebration of the achievements of the individual learner for his progress including different perceptions appears important to motivate one’s further learning.

Research on the plasticity of the brain has given us a new window to look at the challenges faced by the brain in learning, retention, memory and on learning deficits. It is also considered as a means of looking at newer pathways for learning when the gateways to learn stand closed through some neural connections.

“Neuroplasticity is the ability of networks and pathways in your brain to change, adapt, and form new connections. Neuroplasticity, sometimes called brain plasticity, can be structural or functional. Structural neuroplasticity refers to changes in the strength of the connections between neurons (nerve cells). Functional neuroplasticity refers to the permanent synapse changes due to learning, experience, and development “says David Phinney

A fair amount of understanding of neuroplasticity would help the teachers that there are no ends to learning pathways but only bends. This could help explore innovative and programmed teaching with informal approaches and learning inputs that are learner friendly.

The relationship between the brain and the mind has always been a matter of in-depth research. ‘cognition’ is thus a more intensive activity of the brain leading to knowledge and synthesis of new knowledge. In their research reports the scientists of the University of Waterloo observe “cognitive neuroscience is the study of how the brain enables the mind. Brain science explores how individual neurons operate and communicate to form complex neuronal architectures that comprise the human brain. Cognitive science uses experimental methods of cognitive psychology and artificial intelligence to create and evaluate models of higher-level cognition such as thought and language. Cognitive neuroscience bridges these two domains. It maps higher-level cognitive functions to known brain architectures and known modes of neuronal processing.”

The role and relevance of Mirror Neurons in solving several of the challenges faced in learning, including learning disorders, has given further support to our understanding. Several learning challenges could be addressed. Teachers with a reasonable understanding of the role of Mirror Neurons could redefine their learner engagement programs in a more pragmatic way.

Says Michio Kaku in his book “The Future of Mind” “Mirror neurons are essential for mimicry and for empathy, giving us the ability not only to copy the complex tasks performed by others but also to experience the emotions that person must be feeling. Mirror neurons were thus probably essential for our evolution as human beings since cooperation is essential for holding the tribe together.”

The journey to unravel the unexplored vistas of the brain has opened a new landscape (a mindscape) for us to pursue learning in a more comprehensive and purposeful manner. Teachers cannot continue to remain mute witness.