LS521

Cheryl Lee Bouchez

Journal Review Article 2

Glenn, Robert E. (2002, February) Teaching for Excellence; Brain Research

The brain—a very mysterious and wonderfully complex organ of our human body. But how does the human brain actually receive and transmit learning? A question, indeed, for researchers to undercover. And a question to which, when we have the answer, will assist teachers in teaching students to better retain acquired knowledge. In fact, advances in educational research and medical technology, such as PET scans (positron-emission tomography) have had direct applications for teachers in the classroom.

Through the above technology, researchers have discovered that when the emotional system is activated, the probability for learning and retention increases. Researchers opine that teachers should therefore show enthusiasm while teaching, using inflection and movement to create interest.

While enthusiasm creates learning and retention, researchers also conclude that learning is enhanced by challenge and inhibited by threats. In other words, when the environment encourages risk-taking and is challenging, the brain learns best. And alternatively, when the brain perceives a threat, it reverts to a more primitive survival mode and learning is stifled. Positive rewards and competitions are therefore ways to challenge without being overly threatening; negative contingencies and punishment should not be overly emphasized or misused.

Humor also increases learning. Research indicates that humor increases retention from 15% to 50%. Laughter brings more blood to the brain, bringing oxygen with it. Laughter also causes the brain to release endorphins into the bloodstream, creating a "feel good" feeling. Humor also creates a more positive emotional climate and helps students focus. Movement also increases blood flow that takes oxygen to the brain. Researchers therefore encourage sitting for not more than 20 minutes at a time, as after 20 minutes, blood pools to the bottom and the feet. After standing for 45 seconds, blood flow to the brain increases by 15%.

Research also concludes that knowledge is more likely to be acquired and retained when more than one of the human senses is involved. For example, for optimal acquisition and retention, teachers should involve visual, auditory, and kinesthetic processes. Use visuals such as pictures, diagrams, and demonstrations. Too, the brain is more of a pattern seeker than a retainer of isolated bits of information. Teachers should associate new knowledge with previously acquired knowledge and patterns. The brain actually screens large amounts of knowledge while looking for patterns of association. This "pattern learning," so to speak, directly implicates teachers’ use of graphic organizers.

Of great significance contributing to the learning process is the factor of light. In dim light, the human brain sends a natural message to the pineal gland to secrete melatonin, a chemical that induces sleep. Lights can reduce and stop the secretion of melatonin. Therefore, all the light a teacher can gather is needed to increase learning, especially in classrooms with no windows.

The human brain tends retain more information presented in the first part of a lesson, as opposed to the middle segment. The last part of the lesson is the second most retained information. Researchers refer to this as the primacy-recency effect. Teachers should therefore use the beginning of a lesson to emphasize the main points, the middle for details and elaboration, and the end for a summary and reminder of the main points.

When teaching new skills, teachers should give guided practice for correctness prior to allowing students to work independently on the newly acquired skill. The reasoning behind this theory is that once a skill is learned, it is difficult to "unlearn," as the synapses, or the brain’s learning pathways, have been "set." Therefore, learning to do something correctly from the beginning is of utmost importance. When teaching new materials, teachers should practice as a whole class and provide examples. Students should then practice the new skill at their seats while the instructor makes sure they are performing the new skill correctly, ensuring accuracy.

The human brain also confuses pathways to the cerebellum when too many new and similar concepts are taught at the same time. To avoid confusion between similar concepts, teachers should not teach similar concepts in one lesson, but rather separate the teaching of similar concepts by time and teach the differences at the beginning of the second lesson.

A final concept learned by researchers is that students learn the most when they teach others. The activity of sharing acquired knowledge with others actually can increase learning up to 400%. Researchers recommend having students make a presentation in front of the class, tutor younger students and teach peers in the classroom. One worthwhile peer teaching activity is called "synergy." It is done most successfully after a block of learning has occurred, rather than after one lesson. In "synergy," students stand face-to-face and share what they have learned, putting the information into their own words. It is recommended that students not be allowed to pick their own partners, and that the activity not be timed.

The conclusions presented by this research are extremely interesting. It comes to mind that students could actually be learning and retaining more knowledge in all schools throughout our nation if these concepts are true and were put into practice. Actually, a few of these research findings are familiar to me and have been experienced in the South Carroll High School practicum. This research, when applied, proves promising.