Brain-compatible learning

Neuroscientists are tracing the pathways between the body and the brain, providing
tangible evidence of the benefits of experiential learning, with 'hands-on'.

By Jane McGeehan A Brief History.

Translated by Martha Suárez
Just like with most changes
While you read the latest in our conceptions, recent advances in
conclusions of brain research our understanding of the brain has arisen from
in educational journals, it could very well be donethe theconvergence of the conclusions in the
Is this just another trend to dance for? different fields of education - in this case,
"landscape of education"? But understanding the neuroscience and psychology-. Until 20 years ago,
the work of the human brain can be the much of what scientists knew about the
catalyst for dramatic and necessary changes human brain, it was based in studies
in the classrooms. experimental in rat brains or studies
While scientists are cautious formals in damaged human brains that
to say that they only begin to unveil the they required surgical intervention. But the
secrets of how human beings learn, what already development of technology such as Tomography
they have discovered provides penetrating positron emission (PTE), images of
innovations for educational practices. By magnetic resonance imaging (MRI) finally made
first time in the history of formal education, possible to study healthy human brains. For
we have the opportunity to understand, change and first neuroscientists and psychologists
act on the biology of learning instead of they started to talk to each other to make
simply follow traditional practices. The most connections between what each one understood about
recent explosion of new knowledge about the human mind. The ancient idea that the brain
of the brain is an invitation to examine our arrives at the planet designed by genetics, it was
practices. We commit ourselves to quickly replaced by the discovery of
leave what is ineffective and embrace new ones that brains are built before and after the
promising approaches that are compatible birth, that the experiences of each one
with the brain instead of being antagonistic with it it literally shapes the brain to survive.
brain
I believe that environmental educators The designation of the nineties as ''the
they are singularly balanced to interact in "decade of the brain" in the United States caused
the findings of brain research and the origin of numerous articles about the
In this article, I invite you to take on the challenge. If brain in the popular press, as well as
the mastery of the student's curriculum occurs conferences on early childhood and the brain
mainly in the brain, there is a significant reason advertising campaigns like 'I am your child'
so that educators must be experts in efforts led by celebrities from the
functioning of that amazing organ. But television like Rob Reiner.
Now, what do educators need to know about the Leslie Hart was one of the first authors to
research findings of the brain? And which ones? write about the brain from the perspective
What are examples of brain-compatible practices? educational. His "The Human Brain and the
Starting with a brief history of the "Learning", first published in 1983,
influence of neuroscience in education He angered many but inspired even more. He coined.
I will provide a summary of the key findings in the the term 'brain-compatible' to refer to the
brain research and its implications, education designed to adjust 'the scenarios and the
for your own benefit as an educator. instruction to the nature of the brain'', instead of
try to force the brain to engage with arrangements
established, regardless of what this body is or
how it works better

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 Hart stated that such environments of As the story unfolds, the
learning could logically produce better neurotransmitters responsible for the jump
results. The educator Susan Kovalik them synaptic between the cells of the brain, are the
inspired who worked with other colleagues for unique to the category of 'informative substances'
develop a 'brain-based' education model that entail the process we call learning.
compatible'' and taught others to implement it. The informational substances of the second system
Other influential educators and writers include parallel, they are a variety of transmitters:
Renate Geoffrey Caien, James Healey, Robert peptides, hormones, and bound proteins. Traveling
Sylvester and Pat Wolfe. intercellular pathway through pathways like the system
sanguine, these substances arrive a the
Essential findings in the research receptors on the outer surface of the cells
of the brain. along the body. Some neuroscientists
they speculate that less than 2% of communication
When delving into the biology of neuronal, it really occurs at the synapse between
learning to understand neuroscience neurons of the brain. The rest of the
underlying, it is easy to get lost in details, that communication occurs through these substances
they are fascinating, but they do not suggest applications in the classroom informative. Now, what are those substances?
of classes. In the following summaries, I have chosen informational and what is their role in learning and
three key findings in the research of the performance? These molecules are the unit
brain, which can empower you and your basic language used by the cells
students as learners. through the body and the brain to communicate to
through of systems like the endocrine
Emotion is the guardian of learning. neurological, gastrointestinal and even the system
immunological. As they travel, they report,
they regulate and synchronize.
2) Intelligence is a function of experience;
Peptides are the most numerous category of
The brain stores more efficiently what informative substances and one type or another is
what is significant from the perspective of produced in every cell of the body, not only by
student. brain cells. Moreover; each known peptide
to be produced in the body it has receptors in
A few details about these areas of the the brain, thus, each peptide qualifies to be
research will help you recognize what it is that. considered a 'neuropeptide'. This means that
you already do and what you could do to provide the body communicates with the brain, giving it
more brain-com learning opportunities. information that alters the returned messages to
for the students. body. These discoveries overthrow the
traditional distinction made between the body and
the brain, giving an increase to the new
Emotion: The guardian of learning.
concept of "body-brain" which reflects the
constant collaboration that takes place between the
As any teacher can attest
mind and body. An example of this
emotions in the classroom can be
feedback between the body and the brain
explosive and disruptive. This is especially
it occurs when a student is the final recipient of
truth in secondary and preparatory levels
disparagement or is humiliated by the colleagues of
where emotions seem to be the form of agenda
class when making a mistake in public.
the students. Today, thanks to the innovative work
When communication systems
from Dr. Candace Pert, the influence of the
chemistry and electricity of the body-brain detect
emotion in learning can be examined
threat, can activate an automatic sequence,
scientifically. In his book "Molecules of
that focuses all attention on the threat
emotion: why you feel the way you do
perceived and a small or no attention to what the
se siente", Pert devela un punto de vista del
the teacher is saying or doing.
subordinate learning to understanding as a
Joseph LeDoux explains that threats
true correlation body-brain.
potential to save oneself o to survive are
detected unconsciously through the
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activity of the amygdala, a deep structure A surprising twist in this story is
inside the brain that calibrates the content that several of the key molecules of emotions
emotional of sensory information. One how endorphins can be found in
the brain activated by the amygdala has the power to unicellular animals (as well as in the part
to disregard rational thinking and superior of the evolutionary chain). Such peptides,
orchestrate a rapid y defensive response they have information from before they were
(reflection) for get ready to fight or fly and brains, leading researchers like Antonio
to ensure survival. Imagine that a teacher Damasio asserts that 'emotion is the most important part'
intervenes in a threatening situation, tells the enrollment of the survival equipment of our mind
student who stops, and breathes slowly and body5because one of its key roles is
deep. As soon as the breathing rhythm tell the brain what is valuable to pay attention to, and with
decrease, the neuropeptides that are produced in the What an attitude. Like Dr. Robert Sylvester does.
respiratory center sends a message, "Hey, I am emotions manage attention, which
calmer, things aren't that bad, nor do I have it manages learning, memory, and almost everything
fear now. others.6Thus, when it refers to learning, the
The brain, upon receiving this message, responds, 'Isn't it body y the brain and are inseparablee
it's so bad and scary, huh? Ah, I see, yes, a interdependent.
The maestro is here and everything is under control. I am
sure now Application in the classroom:
neuropeptide to the rest of the body saying that the Emotional states result from a
danger has passed. Other manifestations of 'the complicated system of chemical messagesa
"conversations" of the body-brain includes a through our body that in turn affect it
"premonition" about something, a first what we perceive and what we have focused on
impression of someone as "untrustworthy", a our attention moment by moment. The
feeling of unease that something is wrong before Emotions are thus the guardians of learning.
that you touch it. a sparkle in the eyes that says A safe and predictable emotional climate begins
I can feel it even if I can't explain it. with a positive relationship between teachers and
a passion for learning in a field in students. These relationships can flourish where
particular, deep love for the beauty of the there is a common language describing the
nature, the joy of a peaceful hour with ways in which people agree on
a special friend. An important piece of interact respectfully.
evidence supporting this new point of view of Students thrive when the
learning as an activity of the body-brain teacher, classmates and administration
it is the discovery that in the places where the obviously they care about them personally.
information from our senses (sight, hearing, Plan activities that build a spirit of
taste, smell, and touch) enters the nervous system, teamwork and mutual understanding to promote
there are highs receptor concentrations for trust and care.
information substances. Use clear procedures to leave them
According to Candace Pert, these knowing what to do, this will eliminate the risk of
regions, called nodal points or points obfuscation due to involuntary misconduct.
hot, they seem to be designed so that they can be Create a sense of community through media
accessed and modulated for almost all the insurance, like class meetings so that the
neuropeptides causing neuro- changes students say what they need and want.
unique psychological aspects while they perform their work of Announce schedules so that students have
process, and prioritize information. an idea of what they will do each day.7Teach the
Thus, peptides filter the entry of students the constructive ways to solve
our senses, significantly altering conflicts and motivating each other. When you
our perception of reality and selecting use these strategies, increase the probability
which stimulus will be allowed to enter. "Emotions that their students will be in a state
"and bodily sensations," says Pert, "are like this" emotional that allows them to focus completely
entangled complexly, in a red attention in the learning experiences that
bidirectional in which each one can alter the you have assigned.
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another.
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Intelligence: A function of experience. The illustrations of such growth
Assuming a pleasant emotional climate shows that "at 24 months of age the cortex
in the classroom, we can now revolve around the the forehead of a child is a true grove
discoveries of neuroscience which us delighted with busy nervous trees
help to understand the central role of the dendrites and hundreds of thousands of pimples shining
experience in human learning. New weakly.
experiences physically change the brain
causing in the neurons, brain cells Application in the classroom:
mainly involved in knowledge, Experiences that provide a gain
the development of new branches the dendrites enriched sensory, beyond the capacity of
thus increasing the communication between the a book or paper of work, they have more
microscopic spaces called synapses. The opportunity to shoot a growth
synaptic passage of an electrical impulse between the dendritic and increase the synaptic connections.
axon of one neuron and the dendrite of another is the First-hand experiences in the outside world
physical basis of learning and memory. When from the school and with real objects inside
the
a communication channel within a network of school evokes a rich sensory experience for the
neurons are used repeatedly, it increases brain. Visit the puddle, inspect the worm
its efficiency and we say that we have learned from close to the ground, observe the seed that
Something. Consider that the brain of an adult has transform into plant, they are the experiences that
about 100 billion neurons and will be able to they develop neural networks. Learning from the
appreciate how busy and complex a brain is. starting with hands-on experience "being there"
The discoveries of neuroscientists add power to all the other classes of
they affirm the importance of experience in the inputs, whether immersion, practice with objects
development of dendrites and consequently, in the real, practice with models, second hand or
results of the development we call symbolic. Understanding that this nervous network,
learning and we observe as intelligence. The which is the substrate of human learning,
increments in dendritic growth may be It primarily depends on the experiences of
measured as an increase in the thickness of the first hand, provides educators,
cortex, the part of the brain in which the new and powerful reasons to lead a classroom
conscious thoughts are carried out. long live that begins with the real world.
Marian Diamond developed studies in her
University of California laboratory in Personal Meaning: The key to memory.
Barkeley to understand the impact of the supposed
enriched environment in the brains of rats The body-brain is designed to
babies. She put together a group of three mothers and nine process the chaos of the thousands of pieces of
puppies in a large cage without toys (group sensory information that humans process
witness) and another group in a large cage with every minute, and make sense of them. In fact, part of the
toys (enriched group). Then she compared definition of learning is the 'extraction of the
both groups with a family of rats housed confusion, of significant models The
in a small box without things to play. learning is essential for survive as
a period of just 8 days, the young people species. The brain efficiently pays attention
enriched developed bark that was 7 to what is relevant for daily life, always
11 percent thicker than the others asking 'What's happening?, Why is it important
infants.8 The researchers Scheibel y for me? Robin Fogarty remembers the
Simonds of the University of California in the educators that the human brain is very similar
Angels analyzed the brains of children who to a strainer ¹³ allowing many of the
they died between the ages of 13 months and six approximately 40,000 pieces of information by
years. They observed that branching of the seconds collected by the senses. Although the
dendrites increased immediately neuroscientists they have not yet discovered
after birth as experiences exactly how a new memory is formed,
sensory ymotor that arrived as they have described the path that a new one takes
torrents to the babies' environment.9 information:

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First, the sensory stimulus activates the neurons. Application in the classroom:
in the appropriate area of the sensory cortex. These A teacher can influence the types of
raw sensations are then transmitted to information that students receive, but
through the thalamus and sent to the association area only the students can give meaning to the
sensory of the neocortex where they are rearranged sensory information received, and the sense that
in objects that we recognize. After (and almost they will be based on their own
simultaneously) the information is sent to the how have previous experiences been coded
amygdala for an emotional evaluation and to the in the communicating neural networks. The
frontal cortex for content assessment. teachers cannot know what is meaningful for
Based on its analysis of physical characteristics of the students unless they know a sus
the stimuli, the brain begins a to give them students. Such knowledge requires that
meaning.14Essentially the brain question let's focus our efforts on building
Does this make sense? And am I worried? New personal relationships with our students.
entries must bring emotional value and content So that students build that meaning.
useful or the brain efficiently ignores it. school plan staff must see how this is
As Robert Sylvester indicates, "The connects with their lives. When we meet the
memory is a neural representation of an object students, we can help you discover those
the event that occurs in a specific context and connections.
emotionally important contexts can Fortunately, understanding the real world and its
create powerful memories.15 Conversely signals is the objective of many of the themes
when the information lacks personal meaning and key in our school plan. Such understanding
from an emotional hook, neural networks it is also essential to arrive a to be
necessary to create long-term memories do not know responsible citizens. How can the
foreman. students apply their recently acquired
As proof, just consider how you knowledge and skills to improve their
He must have tried to learn everything at the last minute. communities? Associating new information and
for an exam at the university, filling out a skills with things that worry the
presentation and then be surprised by their students, the teachers increase the
content when the teacher returned it weeks ago opportunities to enable students
later. You may have wondered if it is possible that build the type of meaning that arrives at
you really have written that set of become a long-term memory.
answers that now seem completely to him Looking at teaching from the perspective
strange. For the information to make sense for from the brain, we see the need for an approach
a student, the student must be able to form different from the study plans. Base your plans
an emotional and personal connection. in intertwined concepts that help to the
students to understand and predict what is happening to
around them, in their school and their communities. Believes
a link between the teaching of skills, with
Education is discovering the brain, and these are the
service projects such as cleaning in a
best news there could be. Anyone who
does not have a complete holistic scope of the nearby stream, helping to restore a community
architecture of the brain, of its purposes and in a damaged ecosystem, or to develop a study
the main ways of operating is so far from of nature in areas of school fields.
time as a car designer without the complete Awakening in students their natural interest in
knowledge of machines. search for the meaning through directed questions
- Leslie Hart, 1983 to connect what happens inside and outside of your living room
of classes; as Kovalik and Olsen recommended,
students must "study science" y
mathematics currently used in the fields of
your interest, solving problems faced by your
community and enriching their own lives.16
Constantly ask and answer the question
What's happening?

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 world around him and his work to improve those
Body-brain learning and Educators ecosystems gaining the approval of adults in the
Environmental: a natural association. community (emotional hook and meaning
personal). The dialogue between educators,
The educators who involve their neuroscientists and others who are looking for
significantly connect students with the world understanding the biology of human learning
that surrounds them, enhances their learning. Like It has just begun. But there is already a lot to
an example of this case consider a project inform us for our practice. You can start by
recently directed by the educators act on 3 of the key conclusions until
environmental Barbara Norris and Brenda Russell in the now
Lewis Carroll Elementary School in Merritt Island,
Florida. "Environmentally Conscious Students" The role of emotions in focusing the
Our Coasts attention, the importance of providing many
Students Environmentally Aware of Our Shores practical experiences and in building a
it was an interdisciplinary study conducted by personal significance from the point of view
sixth grade students, from the island barrier and from of the students.
the ecosystems of the lagoon in their community of the
Florida. The project gave the students the Through practice and addressing
opportunity to have experiences with you field studies, many environmental educators
first hand that included an examination of the they are already one step ahead acting in the
water quality, cleaning of the coasts and planting research on magical paths in the
small mangrove trees to help restore that the body and the brain work together to
those affected ecosystems. Norris and Russell learn. Anyway, knowing how
they directed the objectives of learning of what you do aligns with the conclusions
reading, writing, science, social studies and from the neuroscientists, can give you
mathematics, through an integration of most powerful ways to ensure the success of the
the themes throughout the year connecting and students and in building support for them
intertwining concepts. vital programs.
Each student also led a
individual research project to support the
study topic. During the course of the project, Jane McGeehan, Ed.D. is a retired teacher from
66% of the students improved the percentage of the public school and administrator and currently is
grades (overall increased by 8.43%) Executive Director official of Susan Kovalik &
in the part of reading comprehension of the Associates (www.kovalik.com) and Books For
Seventy percent of the students Educators, Inc. www.books4educ.com). The
improved his grading percentage (general first provides consulting services to
increase of 9.29%) in the science part of educators seeking to apply the findings of
same exam. brain research and the latest supplies
Consider why the students won books, videos, and other materials focused on the
such consistent learning, from the perspective same goal.
of the compatible body-brain learning.
students got excited about trips Martha Suárez is a bilingual teacher in New
a the studied ecosystems y they gave the Leon, Mexico.
welcome to frequent expert guests who
they spoke in their halls (emotional hook and rich
Notes
sensory experiences).
They learned the fun of working together
as effective members of a team for 1. Leslie Hart, Human Brain and
Human Learning (Kent, WA,: Books)
carry out and complete an important task (hook)
emotional and personal meaning). Understanding the for Educators, 1999), p. Xi
river and lagoon ecosystems contributed to the
students' ability to make sense of

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2. Hart, p. xi.
Joseph Le Doux, The Emotional Brain
(New York: Simon & Schuster, 1996).
4. Candace Pert, Molecules of Emotion: Why
You Feel the Way You Feel
(New York: Simon & Schuster Touchstone,
1999), p. 142.
5. Antonia Damasio, Descartes' Error:
Emotion, Reason and the Human Brain
(New York: G.P. Putnam Sons, 1994), p.
164.
6. Robert Sylwester, A Celebration of
Neurons: An Educator’s Guide to the
Human Brain, (Alexandria, VA:
Association for Supervision and
Curriculum Development, 1995), p. 72.
7. Susan Kovalik, Integrated Thematic
The Model, 3rd edition (Kent,
WA: Susan Kovalik & Associates, 1997)
p. 134.
8. Marian Diamond and Janet Hopson, Magic
Trees of the Mind: How to Nurture Your
Child’s Intelligence, Creativity, and
Healthy Emotions from Birth Through
Adolescence (New York: Penguin Putnam,
1998), p. 104.
9. Roderick Simonds and Arnold Scheibel,
The Postnatal Development of the Motor
Speech Area: A Preliminary Study," Brain
and Language 37, 1989, pp. 42-58.
10. Diamond and Hopson, p. 107.
11. Kovalik, 1997, pp. 79-84.
12. Hart, p. 127.
13. Robin Fogarty, Brain Compatible
Classrooms (Arlington, IL: SkyLight
Training and Publishing, 1997), p. 36.
14. Pat Wolfe, Mind, Memory, and Learning:
Translating Brain Research to Classroom
Practice (Napa, CA: Self-published)
trainer’s manual, 1997), p. 8.
15. Sylvester, p. 96.
16. Karen Olsen and Susan Kovalik, “How
Emotions Run Us, Our Students, and Our
Classrooms,” National Association of
Secondary School Principals (NASSP)
Bulletin, May 1998, p. 96.