Module 2 Reflection

Bernard, S. (2010). Neuroplasticity: learning physically changes the brain. Edutopia. Retrieved from https://www.edutopia.org/neuroscience-brain-based-learning-neuroplasticity

Main Points:

1. Brains grow and change at any age, adapting to their environments.

2. Repetitive practice or access activates, organizes, and strengthens neural pathways and connections.

3. Neural pathways that aren't used are "pruned" or eliminated.

4. Making students aware of neuroplasticity positively impacts student achievement.

5. Ways to incorporate in the classroom: repetition, contextualize new information to tap into existing pathways, and teach students about how they can change their brains.

Discussion:

In my experience teaching high school, when students learn about neuroplasticity, it helps to encourage them to try to learn new things. Students feel less defeated, and more engaged in learning when I tell them about the relevance of our work. It also helps to support why we review and revisit key concepts like thesis statements and theme statements throughout literature. Some making learning visible activities help to reinforce these ideas for students. 

Bernard, S. (2010). Science shows making lessons relevant really matters. Edutopia. Retrieved From https://www.edutopia.org/neuroscience-brain-based-learning-relevance-improves-engagement.

Main Points:

1. When students are emotionally connecting new information to what they already know, they learn better.

2. Because the brain's neural pathways are built on old information, effective teaching capitalizes on this structure to move information from working memory to long-term memory

3. The Reticular Activating System (RAS) prioritizes sensory information that is threatening, new, or engaging. 

4. Use suspense to engage through speech patterns, changing the seating, and classroom displays. 

5. Allow student-directed choice where applicable in topics and assignments. 

6. Connect information to student relevant topics and lives, as well as make cross-curricular connections. 

Discussion:

Relevance to foster engagement is luckily built into my contemporary literature class. I find students eager to engage in discourse on societal issues directly related to the literature that we read. It is easy to find those connections to their lives as well as topics in their history and psychology classes. I would like to work more on creating room for more suspense in my instruction. It makes sense that students of all ages would love this, and I've never thought to use it in high school, but I do with my own kids!

Bernard, S. (2010). To enable learning, put (emotional) safety first. Edutopia. Retrieved From https://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety

Main Points:

1. When brains are under stress they cannot make important neural connections, so students do not learn.

2. The amygdala (as well as other brain structures) reacts to stress and negative emotions by preventing new knowledge from reaching the parts of the brain necessary to learn. 

3. Reducing stress in the learning environment and creating an emotionally supportive climate is essential to the learning process.

4. To soothe the brain make the classroom stress free and judgment-free. 

5. Encourage learners and foster a positive learning environment by reinforcing participation but remove the stress of perfection. 

6. Practice active listening in the form of positive reinforcement. Listening to students helps their brains to relax. 

Discussion:

I'm glad to read a tiny bit of research behind this topic, as it is something I have observed in my own classrooms over the past 15 years. Students instantly read and react to the "vibe" or classroom environment, and creating a welcoming space with lighting, organization, scent, and rituals help to mediate the stress of the school day. Meaningful feedback on formative assessments is a great way to encourage growth through trying. 

Bernard, S. (2010). Neuro myths: Separating fact and fiction in brain-based learning. Retrieved From  https://www.edutopia.org/neuroscience-brain-based-learning-myth-busting

Main Points:

1. Many misconceptions exist about brain-based learning and neuroscience.

2. Evidence does point to the impact of learning experiences, emotional safety, and relevant lessons.

3. Products that claim to be proven by brain research is misleading. Lab settings are not classrooms.

4. Common myths are that our brains are already static and set, some people are right or left-brained, we only use 10% of out brains, male and female brains are significantly different, and that 0-3 is the most important age for learning. 

Discussion:

Seeing the eduspeak that many for-profit education companies and organizations throw around as fact if frustrating. So many of these misconceptions make their way into decision maker's hands and therefore impact the allocation of resources in our schools. It is empowering to know these myths and to hopefully be able to debunk them in the future. 

Meschke, L. L., Peter, C. R., & Bartholomae, S. (2011). Developmentally Appropriate Practice

to Promote Healthy Adolescent Development: Integrating Research and Practice. Child & Youth Care Forum, 41(1), 89-108.

Main Points:

1. DAP are relevant to addressing the need for education and training of our students as they plan to move forward in life.

2. It is important to examine the biological, cognitive, and social aspects and outcomes of DAP strategies. 

3. There are distinct differences in the biological, cognitive, and social outcomes depending on where learners are in adolescence. 

4. Engagement through DAP aids in healthy development across content areas. 

5. More research needs to be done to address the need for development and implementation of DAP work. 

Discussion:

The breakdown of adolescent age groups in this article was very helpful to me. Having taught 9th grade for the first time in a long time, this year I struggled with the cognitive, social, and behavioral differences from 9th to 12th grade. I found the descriptors to be quite informative as to why students at different age groups in high school respond differently. It reminded me of Jensen and Nutt’s (2015) book The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults.