Conditions for Learning

"We need to make the most of our minds" -and to do so, we should understand and attempt to improve the conditions of the learning environment, making ourselves aware of how the brain works in order to get the best from education.

 

Optimum conditions for learning are reliant on the current condition of the brain.

Basically, our brain works well when:

 It is hydrated

Drinking water helps the brain to fuel the electrical connections within the brain. When the brain is denied the amount of oxygen and water it needs to function, attitude, behaviour and motivation are all affected.

 It has had sufficient restLack of sleep will ultimately affect the brains performance. A student that is physically or mentally not read to learn, simply will not.

 It is not stressedWhen the brain is stressed, it can only focus on ‘escape’, attempting to find a ‘way out’, of the current stressful situation.

 

It’s dealing with something its seen before

Neurons have already been created, so the brain isn’t creating fresh connections, its simply making the initial connections stronger; building on them.

 

It's dealing with something it enjoysIf we enjoy something, we show it more interest, same applies to learning. If we can find a connection or relate to the information, our interest in the matter is stimulated; increasing the chances of being able to recall the information we’ve been exposed to.

“Learners need to be motivated”
(Teachthought.com)

Educationalist Approach

Various education theorists, for example, Dulay & Burt, 1977 and Krashen 1982 anticipated the fact that learners retain what they learn whilst it is in association with  positive feeling and emotion. Cognitive psychology studies provide quantifiable evidence that stress, confusion, boredom, anxiety and a lack of motivation can individually and more profoundly in combination, interfere with learning.   

Neuroimaging studies and measurement of brain chemical transmitters reveal that a students’ comfort level can influence information transmission and storage in the brain. (Thanos et All, 1999)

When students are engaged and motivated and feel minimal stress, information flows freely through the affective filter in the amygdale and they achieve higher levels of cognition, making connections and the experience of ‘aha’ moments. (Kohn 2004)

It is crucial that teachers and educators use classroom strategies that reflect what we know about the brain and learning. We need to be able to create an environment where anxiety is low, while providing enough challenge and novelty to stimulate the brain.  This could be done through examples such as:

·        Providing a small mental break for students, lasting roughly around 3 minutes to let the amygdala within the brain too cool down and allowing neurotransmitters to rebuild.

·        Providing relevance; making lessons personal, and expressing relevance to learning in order to create motivation and maintain interest.

 

Image;

(http://www.hcocinc.com/wp-content/uploads/bigstock_Successful_Business_Man_5763823.jpg)