Brain Research: Implications to Diverse Learners

Science Educator, Spring 2005 by Madrazo, Gerry M Jr, Motz, LaMoine L

Finally, classroom setting and the emotions of students play significant roles in the ability to learn. Experiences generate emotions, which bring relevancy and meaning to students (Jensen, 1998). Teaching tied to positive emotional experiences will lead students to generate new thought and motivation to learn. Teachers can enhance classroom environments in many ways. One important practice is to link the indoors with outdoors for movement to stimulate the uptake of oxygen, which has a positive effect on learning. Another is to create a rich stimulating environment through hands-on activities and classrooms with rich colors, textures, and students' work to indicate "ownership" of knowledge (Lackney, 1998). Earlier studies by Greenenough, et al., (1993) and Kami, et al. ( 1995), indicated that an enriched (stimulating) environment affects growth in the brain.

Diverse, Experiential Approach to Teaching and Learning

Memory is reassembled from many locations in the brain. The brain seems to sort information in where (dorsal) and what (ventral) pathways. Zadina (2004) suggests engaging students in multiple pathways by using language, sensory motor activities, metaphor, humor, spatial-temporal activities, music and emotion. Furthermore, using language-which, by the way, is our best form of communication-activates the frontal lobes. Teachers need to apply multiple strategies and opportunities for oral communication (talking, listening, reading) as well as written ways of communication (reading and writing). Gopnick, et al. (1999), observe that the brain seems "to love to learn from other people!"

Although lecturing continues to be the most widely employed method in classrooms across the country, research on the way we learn indicates that lecturing is not always very effective. Several additional strategies should be employed to maximize the amount students retain. Constructivism encourages learning through interaction to develop a personal understanding of information. The fundamental concept of constructivism is that the basis for all learning is discovery. Piaget (1973) writes: "to understand is to discover, or reconstruct by discovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simple repetition." Student initiated experimentation and invention are encouraged in a diverse, constructivist and experiential classroom. Open-ended questioning is valued because it allows for reflective thought, creative response, and unique commentary. Finally, students are allowed to process and challenge the information they hear or seek though personal discovery. These methods allow students to make "sense" of what they learn in class and to give the new information meaning.

Learning Styles: Teaching to Diversity

Tileston (2000) indicates that the best teaching practices that define teaching competencies relate brain research, learning styles, and standards-based education. A student's Learning Style can be defined as "the way that he or she concentrates on, processes, internalizes, and remembers new and difficult academic information or skills" (Shaughnessy, 1998).