Essential question: What is brain-based learning and how can it inform differentiation?
Brain-based learning is understanding how the brain affects one's learning process. Student challenges with understanding, retaining and processing new information may be caused by various contributors including, yet not limited to poverty and adverse childhood experiences (ACE’s). The brain is the center of “emotions, cognitive and physical being” that elicits one’s state of being (Jensen, 2005 p 107). Ones’ state of being is the fluid movement of “sensations, feelings and thoughts that are combined and then recombined simultaneously” (Jensen, 2005, p 107). States of mind are always adapting to “internal and external environments” (Jensen 2005, p 107). As educators, it may seem hopeless with the student that challenges us at every turn however there is hope. We can make a difference as we provide brain-based differentiated instruction formats for our students that can assist to reshape the brain and enable learning where once there was not hope. Nature and genetics make up for “almost half of all student learning and intelligence” (Jensen, 2005, p 33). The brain begins to form in the embryonic stages of life. It can be affected by alcohol or other drugs both street and prescription that pass through the placenta barrier. Stress can also release large amounts of cortisol in the system also affecting growth and development. Once born the environment is the learning tool for continued brain development. Unfortunately in some instances a child environment is unsafe and can cause adverse childhood experiences (ACE’s) that further affect the brain and the child may have poor tools to cope and learn socially, emotionally and physically (Bick & Nelson, 2016 p192). The brightest hope in this type of situation is that with early intervention there is still the aspect of nurture that can be provided to encourage reshaping of the brain for improved outcomes. Nurturing Ways of being will contribute to the aspect of differentiated instruction. In any given class room one will have various levels of attention and engagement due to timing, Ultradian rhythms, and hormones (Jensen 2009). When a child is further challenged with abuse this causes insecurities, inability to express feelings appropriately (Hunt, Slack, & Berger, 2016). The nurturing way of being can bridge solid connections and provide students with securities that promote improved brain function and development (Bick & Nelson, 2016). Furthermore positive relationships will assist to provide motivation for learning (Jensen, 2005; Jensen, 2005). Our way of feeling, self reflection related to these children and even adults challenged by poor brain development. If our feelings and attitudes are poor this will be noted by the student which will only exacerbate the challenges they face. Positive understanding and projection of caring to the student will contribute to our ability to assess and develop, and implement various differentiated tools, methods and interventions. This professional and ethical attitude will further assist the brain development of the brain and ability to engage in learning. Our ways of being present related to a child who is challenged in learning reflects our attitude or feelings of hope for their success. When a child challenges us at every turn of our day we may lose our drive to see them succeed. Jensen talks about our brains as objects of prediction (2005). As we grow we begin to make decision on predictions. Children of challenging homes or those that suffer from ACE’s also predict that “no one really cares, I’m worthless” and many other negative thoughts that continue to contribute to poor learning and brain function. Implementation of differentiation, understanding of brain-based learning, challenges to brain based learning and the hope that we can make a difference can change the view of learning for a child or adult. Being present, providing a nurturing environment and being self-aware will assist in successful education. Keeping hope that we can make a difference with the tools that we gain through learning more about differentiated learning will further enhance consolidation for those with and without challenges related to brain formation. References Bick, J., & Nelson, C. A. (2016). Early adverse experiences and the developing brain. Neuropsychopharmacology, 41(1), 177-196. doi:http://dx.doi.org/10.1038/ npp.2015. 252 Hunt, T. K. A., Slack, K. S., & Berger, L. M. (2016). Adverse childhood experiences and behavioral problems in middle childhood. Child Abuse & Neglect. http://dx.doi.org.proxy.consortiumlibrary.org/10.1016/j.chiabu.2016.11.005 Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Association for Supervision & Curriculum Development (ASCD). Alexandria, VA, USA. ProQuest Retrieved from http://egandb.uas.alaska.edu:2051/login.aspx?direct=true&db=nlebk&AN=141347&site =ehost-live Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. Association for Supervision & Curriculum Development (ASCD). Alexandria, VA, USA. ProQuest retrieved from http://egandb.uas.alaska.edu:2051/login.aspx?direct=true&db=nlebk&AN=301969&site=ehost-live
1 Comment
Mariah Smith
3/12/2017 07:12:22 pm
You make a point that I needed to hear right now in regards on how to act with my students who have had unsafe environments to grow up in.
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Rachelle White
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