Brain Research and Learning

The differentiated classroom takes into account the relationship between brain research and learning.

Our brains acutally "prune" out cells that are never used. Dendrites are added to ones that are.

High activity in brain regions requires heavy blood flow to the cells. Low activity areas gets less. These areas build up calcium ions, which trigger the release of the enzyme Calpain. This makes the lesser used nerves self-destruct.

So, could we, as educators, actually contribute to the brain destroying itself or growing? It seems likely.

Brain research suggests that there are optimal strategies that would be useful for teaching.

Zone of Proximal Development

The ZPD (Lev Vygotsky) is the zone in which learning actually occurs. All students Zone of Proximal Development is different, so they must be working at different levels within their Zone.

Brain research in education has shown that learning occurs with "moderate challenges and relaxed alertness," (Jensen, 1988). At times educators tend to give too much of a challenge, and this will actually release the stress hormone <i>cortisol</i>. Cortisol actually kills neurons and hampers cognition.

In simpler terms, lessons should neither be too easy (no learning) nor too difficult (no learning). Aim for the middle where they student needs just a bit of help from you or group members to successfully accomplish the task.

Brain Research and Learning: Challenging the Brain

Neurons extend as the brain is in an enriched environment. Research shows that when positive socialization and challenges are combined, "brain growth" does occur.

Eric Jensen reports in his book Teaching With the Brain in Mind that students who are involved in challenging activities experience 25% more brain growth than those who are not.

Interest Through Differentiated Instruction

How often do you return to an activity you found boring and of little value to you?  What about our students?  We expect them to show interest in everything we do and often fail to take into consideration human psychology and brain research and learning.

Interest is key in the "flow" of learning.  Being interested in something makes is more satisfying, easier to stay focused and more personally challenging.  Being interested also makes students curious to learn more and feel a deeper connection with the subject.

Presenting an adequate challenge to our students is certainly supported by brain research and education.