Brain Based Learning
When we first started thinking about joyful learning, brain based learning was a core part of the vision. If the key is for schools to connect children with joyful learning experiences, then it makes sense for teachers and school leaders to have a much better understanding of how learning works. This was why I (Jason) took H-107, Neuroscience and Learning, with Professor Todd Rose.
I wanted to get a better understanding of what neuroscience research was teaching us about learning. This section of the Joyful Learning Network website is not meant to be comprehensive, but it should provide an overview of important topics in brain-based education. It also includes links to a large number of videos by experts in the field, as well as to a few other websites that were highlighted by Professor Rose.
Overall, it is important to understand that we are still learning about learning. There are very few “takeaways” at this point that clearly guide us to specific activities in the classroom. Many leaders in the field are nervous about making recommendations because they worry about misinterpretation - an unfortunate outcome of previous efforts to connect neuroscience research and learning that is referred to as “neuromyths” in the field. An example of a “neuromyth” is that students have one type of “learning style” or that certain types of learning are completely separated into different hemispheres of the brain.
What we have learned about our brains and learning from neuroscience should give us considerable pause about the current path we are on to reform education in the United States. While research suggests that a tremendous amount of learning takes place from birth to age six, we continue to not require school until 1st grade, and no state yet provides universal pre-school. While research suggests that learning is highly variable based on the individual, 46 states have adopted the common core standards and we are moving towards a “lock step” school system in which all students are expected to learn the same thing at the same age. While research suggests that students learn best through complex tasks and complex learning environments, tremendous effort has gone into simplifying tasks and standards so that they are more measurable and easier to grasp.
In the following sections, I go deeper into six areas of teaching and learning that are informed by the current neuroscience research: testing, feedback, intrinsic vs. extrinsic rewards, stress and learning, meditation, and sleep and school start times. Each section consists of a narrative that includes references to the research, examples of how I applied this as a teacher and a principal, additional ideas of how a teacher may put this into practice, and direct links to additional research articles on the topic. Finally, there is a section devoted to the large number of videos publicly available on the broad topic of neuroscience. Most of the intros to these videos are taken directly from the websites (such as the TED talk website) and thus are in quotes.
We hope you find this new section of the Joyful Learning Network useful! Please send any feedback or additional neuroscience links you’re willing to share with us to [email protected].
I wanted to get a better understanding of what neuroscience research was teaching us about learning. This section of the Joyful Learning Network website is not meant to be comprehensive, but it should provide an overview of important topics in brain-based education. It also includes links to a large number of videos by experts in the field, as well as to a few other websites that were highlighted by Professor Rose.
Overall, it is important to understand that we are still learning about learning. There are very few “takeaways” at this point that clearly guide us to specific activities in the classroom. Many leaders in the field are nervous about making recommendations because they worry about misinterpretation - an unfortunate outcome of previous efforts to connect neuroscience research and learning that is referred to as “neuromyths” in the field. An example of a “neuromyth” is that students have one type of “learning style” or that certain types of learning are completely separated into different hemispheres of the brain.
What we have learned about our brains and learning from neuroscience should give us considerable pause about the current path we are on to reform education in the United States. While research suggests that a tremendous amount of learning takes place from birth to age six, we continue to not require school until 1st grade, and no state yet provides universal pre-school. While research suggests that learning is highly variable based on the individual, 46 states have adopted the common core standards and we are moving towards a “lock step” school system in which all students are expected to learn the same thing at the same age. While research suggests that students learn best through complex tasks and complex learning environments, tremendous effort has gone into simplifying tasks and standards so that they are more measurable and easier to grasp.
In the following sections, I go deeper into six areas of teaching and learning that are informed by the current neuroscience research: testing, feedback, intrinsic vs. extrinsic rewards, stress and learning, meditation, and sleep and school start times. Each section consists of a narrative that includes references to the research, examples of how I applied this as a teacher and a principal, additional ideas of how a teacher may put this into practice, and direct links to additional research articles on the topic. Finally, there is a section devoted to the large number of videos publicly available on the broad topic of neuroscience. Most of the intros to these videos are taken directly from the websites (such as the TED talk website) and thus are in quotes.
We hope you find this new section of the Joyful Learning Network useful! Please send any feedback or additional neuroscience links you’re willing to share with us to [email protected].
Resources For Your Enjoyment
There are some fantastic “brain” web sites that explain in plain language (at beginner, intermediate, and advanced levels) how the brain works and its implications for learning, as well as other fascinating information.
Neuroscience for kids
Great free website on visual/optical illusions and why they work
This website from McGill in Canada includes sections on everything from short and long term memory to sleep and dreams.
Neuroscience for kids
Great free website on visual/optical illusions and why they work
This website from McGill in Canada includes sections on everything from short and long term memory to sleep and dreams.
