Mind, Brain, and Education: Can Neural Understanding Improve Teaching?

Being a teacher requires a tremendous amount of patience. We live through temper tantrums, struggling learners, inadequate fundingthe list goes on and on. We also continuously face the next big idea in education. Most ideas flare up and burn away just as quickly, but every so often an idea comes along with some grit and staying power. Mind, Brain, and Education (MBE) is the latest shift in education. Simply put, MBE is the idea that research findings from neuroscience, education, and psychology can inform our understandings about teaching and learning (Sousa, 2011). Basically, can knowledge of the brain and how it functions help teachers? Absolutely. By understanding the brain to a better degree, we understand the learner better as well. For example, one part of MBE (Sousa, 2011) outlines that neurogenesis (the regeneration of neurons) occurs during physical activity and yet some schools have cut recess and P.E. By understanding this function of brain, the teacher can help students learn through exercise. Another great example is that circadian rhythms can impact learning, by knowing this fact, teachers can coordinate their days to maximize student understanding and learning. If we comprehended the cognitive implications and neural impact better it would assist teachers. The brain is still not fully understood, yet if we knew more about its relationship to learning, it could only benefit teachers and improve practice. Unfortunately, that lack of knowledge is also the biggest detractor to MBE. As we learn things about the brain researchers are quick to cite them and shout out their virtues. Yet, these researchers have yet to set foot in a classroom. The biggest drawback to MBE is the lack of practical implication. As Fischer et al (2007) point out, Results from such a laboratory context seldom apply felicitously to the classroom. Unless researchers work hand in hand with teachers, all the research is jaded by its lack of classroom practicality.

References: Fischer, K.W., Daniel, D.B., Immordino-Yang, M.H., Stern, E., Battro, A., & Kouzumi, H. (2007). Why Mind, Brain and Education? Why Now? Journal Compilation: International Mind, Brain, and Education Society and Blackwell Publishing, Inc., 1(1), 1-2. Souza, D.A. (2011). Mind, Brain, and Education: The Impact of Educational Neuroscience on the Science of Teaching. LEARNing Landscapes, 5(1), 37-43.