Chapter 1 - Follow the Research
Learning Objectives
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1.Participants will choose one other person to articulate the importance of recent research on brain development .
2. Participants will practice rest and meditation in the development of neurons in the brain during workshop breaks. (The workshop facilitator will guide the exercise).
3. Participants will work in groups of 3-4 to create a lesson plan that incorporates movement into their curriculum.
2. Participants will practice rest and meditation in the development of neurons in the brain during workshop breaks. (The workshop facilitator will guide the exercise).
3. Participants will work in groups of 3-4 to create a lesson plan that incorporates movement into their curriculum.
Chapter One Summary
![Student excited about her hands-on learning.](/uploads/3/8/1/8/38182723/7722044.jpg?194)
The One Who Does the Work Does the Learning
Doyle addresses the proposition of changing from a teacher lead, lecture format of education (that has been the model for education for centuries) to learner-centered teaching. He posits that there has been important research in recent years that point to the fact that students need to be actively engaged in their learning, rather than passive receptors of information. It has been proven that students who are actively engaged in their learning and then given an opportunity to use their knowledge in a real-world setting retain much more information by growing the brains' dendrites (Doyle, 2011).
Doyle addresses the proposition of changing from a teacher lead, lecture format of education (that has been the model for education for centuries) to learner-centered teaching. He posits that there has been important research in recent years that point to the fact that students need to be actively engaged in their learning, rather than passive receptors of information. It has been proven that students who are actively engaged in their learning and then given an opportunity to use their knowledge in a real-world setting retain much more information by growing the brains' dendrites (Doyle, 2011).
![Colorful brain depicting the many configurations of the brain.](/uploads/3/8/1/8/38182723/6667459.jpg?301)
What Can Brain Research Tell Us About Students' Learning?
Doyle cautions that not all studies are equal. It is beneficial to take a look at how a study was performed and who is sponsoring each study. We consume a lot of false information in our quest to improve our ability to learn. In 2010, at a Symposium for Neuroscience, it was stated that there is research showing that there are ways to improve cognitive enhancement which in turn increases our brains ability to produce neurons and synapses. Therefore, our brain becomes a better breeding ground to retain and use information. There are also new studies that show our brains have the ability to change when learning new information called Neuroplasticity. As neural connections are forming in the brain, more learning can take hold. This happens by introducing new information and then using that new information in different ways (Doyle, 2011).
Doyle cautions that not all studies are equal. It is beneficial to take a look at how a study was performed and who is sponsoring each study. We consume a lot of false information in our quest to improve our ability to learn. In 2010, at a Symposium for Neuroscience, it was stated that there is research showing that there are ways to improve cognitive enhancement which in turn increases our brains ability to produce neurons and synapses. Therefore, our brain becomes a better breeding ground to retain and use information. There are also new studies that show our brains have the ability to change when learning new information called Neuroplasticity. As neural connections are forming in the brain, more learning can take hold. This happens by introducing new information and then using that new information in different ways (Doyle, 2011).
![A young male resting in the grass, daydreaming.](/uploads/3/8/1/8/38182723/3257230.jpg?286)
Brain at Rest
Just as we know that it is good to let our muscles rest after physical exercise, our brain functions the same way. Daydreaming, zoning out, and meditation all allow the brain to process information for retention. To outsiders it may appear that our brain has checked, but in reality the brain continues to work when we are resting. It is also important to note that when we ask our brain to multi-task we are asking the impossible. Different parts of our brain are engaged when our attention is divided. Shifting tasks is possible, though. This is when we allow our brain to work on one thing, then shifting to another. We do have to be cautions about fatiguing our brain.
Just as we know that it is good to let our muscles rest after physical exercise, our brain functions the same way. Daydreaming, zoning out, and meditation all allow the brain to process information for retention. To outsiders it may appear that our brain has checked, but in reality the brain continues to work when we are resting. It is also important to note that when we ask our brain to multi-task we are asking the impossible. Different parts of our brain are engaged when our attention is divided. Shifting tasks is possible, though. This is when we allow our brain to work on one thing, then shifting to another. We do have to be cautions about fatiguing our brain.
![Stick figures of a person resting in chair then rising and walking.](/uploads/3/8/1/8/38182723/6819885.jpg?346)
Brain Training
There are many ways to enhance our brain's ability to focus and retain information. Yes, there are some drugs, including nicotine and Ritalin, that have that affect on our brains. However, 30-minutes of aerobic exercise each day supports brain function as well. And as mentioned in the previous section, meditation allows our brains to rest which has positive effects, too. In fact, meditation has been proven to increase the thickness of certain brain regions and also lowered stress levels. When humans were first present on the earth their brains had to function at their highest level when in movement, either running from predators or toward food sources. The good news is even small amounts of movement get our brain muscles pumping. As a matter of survival the first humans also needed to collaborate and share their resources and wisdom. This supports the use of group work, allowing students to collaborate and share ideas. Sharing ideas works two ways. Listening and hearing others gets our brain into action and more ideas flow. Verbalizing and expressing what is in our head in ways that others can understand supports learning, too (Doyle, 2011).
There are many ways to enhance our brain's ability to focus and retain information. Yes, there are some drugs, including nicotine and Ritalin, that have that affect on our brains. However, 30-minutes of aerobic exercise each day supports brain function as well. And as mentioned in the previous section, meditation allows our brains to rest which has positive effects, too. In fact, meditation has been proven to increase the thickness of certain brain regions and also lowered stress levels. When humans were first present on the earth their brains had to function at their highest level when in movement, either running from predators or toward food sources. The good news is even small amounts of movement get our brain muscles pumping. As a matter of survival the first humans also needed to collaborate and share their resources and wisdom. This supports the use of group work, allowing students to collaborate and share ideas. Sharing ideas works two ways. Listening and hearing others gets our brain into action and more ideas flow. Verbalizing and expressing what is in our head in ways that others can understand supports learning, too (Doyle, 2011).
![The word research inside a magnifying glass.](/uploads/3/8/1/8/38182723/1495433.jpg?220)
Conclusion
Research on the brain shows that we learn by being active participants in the learning process. Although lectures have a purpose in learning, it is not the only tool available. Students need to be attentive, not passive, so their brains are engaged and challenged. Allowing time to rest supports brain function. Physical activity energizes the brain. Working with others allows the brain to hear different ideas from other sources as well as reinforce learning by sharing information with others. Doyle strongly suggests that educators take time to read and study the most recent research on brain development and moving to a learner-centered practice. Get those neurons snapping! (Doyle, 2011)
Research on the brain shows that we learn by being active participants in the learning process. Although lectures have a purpose in learning, it is not the only tool available. Students need to be attentive, not passive, so their brains are engaged and challenged. Allowing time to rest supports brain function. Physical activity energizes the brain. Working with others allows the brain to hear different ideas from other sources as well as reinforce learning by sharing information with others. Doyle strongly suggests that educators take time to read and study the most recent research on brain development and moving to a learner-centered practice. Get those neurons snapping! (Doyle, 2011)
Connections
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In my role as Coordinator of Virtual Learning Courses I have had a lot of first-hand experience trying to create a learner centered teaching environment. Early on we made the mistake of assuming that online learning was innately "Learner Centered." Without realizing it, the first courses we designed ended up forcing face-to-face curriculum in an online setting. One of the portions of the courses I was most proud of was the "pre-test" which was a way to find out what knowledge a participant was bringing to the course. These pre-tests included multiple choice, T/F, and some short answers. It didn't take too long to discover that these pre-tests set the participants up for failure in ways we did not anticipate. In evaluations and conversations I would hear, "I know I had that T/F answer right in week two" or "I hadn't heard of the terms you asked us to know so I wondered if I should just drop the course." After doing some research and discussing with members of my team, I replaced the pre-tests with a section called "First Thoughts." Each week a question is posed that gives the participants an opportunity to weave the upcoming materials into their own experiences, as well as share a bit about themselves. For instance, if the topic is Social Justice we might ask, "Describe someone in your life who you admire for their work in Social Justice." We can get a 2-3 page essay in response and have only received positive feedback. Doyle supports this decision repeatedly in Chapter One. Participants are not being asked for specific recall but are integrating it in their real-world experience. The learner is now preparing for the new information that they will be receiving in the coming lessons. They are also ready to be attentive in a positive way and not feeling defeated before the course even begins.
Ideas for Implementation
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Adding Downtime
In today's busy world no one has much time to rest our brains much less mediate. However, according to Doyle and many other brain experts, downtime is key to learning, as well as assuring students are attentive(Doyle, 2011). As students arrive in the morning or return from recess and lunch, add a few minutes of rest. Instead of having students quickly getting out papers and books for the next lesson, have students stop a moment to take two or three deep breaths, breathing deeply n and slowly releasing each breath. Ask them to become aware of each breath. Think good thoughts as they breathe in and let go of anxiety when they breath out. This can even be done in an online learning environment (which I experienced taking this particular course from our instructor Sherri Stowe, PhD).
In today's busy world no one has much time to rest our brains much less mediate. However, according to Doyle and many other brain experts, downtime is key to learning, as well as assuring students are attentive(Doyle, 2011). As students arrive in the morning or return from recess and lunch, add a few minutes of rest. Instead of having students quickly getting out papers and books for the next lesson, have students stop a moment to take two or three deep breaths, breathing deeply n and slowly releasing each breath. Ask them to become aware of each breath. Think good thoughts as they breathe in and let go of anxiety when they breath out. This can even be done in an online learning environment (which I experienced taking this particular course from our instructor Sherri Stowe, PhD).
![A multi-colored](/uploads/3/8/1/8/38182723/3568152.jpg?323)
Adding Movement
Being a substitute teacher for several years gave me a bag of tricks to keep students interested and attentive. One of my most popular tools was teaching students the American Sign Language (ASL) alphabet at the beginning of my first day in class. It is amazing how quickly young students learn sign language. I would also teach them "restroom," "water," "thank you," "you're welcome," "yes," and "no." If I was there for a few days I would ask them about their families and add familial signs. This helped for those students that would normally need extra attention. They would be waving "restroom" or "water" and I would answer casually in ASL "yes" or "no." This is small movement but certainly seemed to be beneficial in the classroom. There are many books and videos on ASL basics for the beginner.
Being a substitute teacher for several years gave me a bag of tricks to keep students interested and attentive. One of my most popular tools was teaching students the American Sign Language (ASL) alphabet at the beginning of my first day in class. It is amazing how quickly young students learn sign language. I would also teach them "restroom," "water," "thank you," "you're welcome," "yes," and "no." If I was there for a few days I would ask them about their families and add familial signs. This helped for those students that would normally need extra attention. They would be waving "restroom" or "water" and I would answer casually in ASL "yes" or "no." This is small movement but certainly seemed to be beneficial in the classroom. There are many books and videos on ASL basics for the beginner.
![Four high school students sitting in chairs, in a group, discussing a project. Three have computers.](/uploads/3/8/1/8/38182723/7783502.jpg?302)
Adding Group Dynamics
Doyle states that working in groups helps both the listener and the person verbalizing what they have learned. After watching a video or giving a short lecture on a new concept, divide the students into groups of 3 or 4 and ask them to share with each other the most interesting concept they heard and explain why. This allows each student to put into words concepts they just heard and students may learn an important piece of information they missed if they were focusing on something else.
Doyle states that working in groups helps both the listener and the person verbalizing what they have learned. After watching a video or giving a short lecture on a new concept, divide the students into groups of 3 or 4 and ask them to share with each other the most interesting concept they heard and explain why. This allows each student to put into words concepts they just heard and students may learn an important piece of information they missed if they were focusing on something else.
Let's Review
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource: Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.