The Brain is a complex organ that is central to our physical and Psychological functions. We are able to walk, talk, and think because our brain is able to retain and retrieve memory when the right stimulus is present. The new information we memorize is learned inf0rmation; making the brain central to our ability to learn. Because of our need to learn and process new information from birth to death, it is no wonder there are so many interdisciplinary studies devoted to how best to empower the brain to work to its greatest potential and provide increased learning.
Various studies have concluded that what we eat, how much exercise we get, strong emotions and even stress can slow or expedite brain function and memory which in turn changes the way we learn (Jensen, 2008). All of our actions and inactions activate a different part of the brain beginning with electrical triggers in our neurons that create neurotransmitters that release, and pass throughout the cerebral cortex and other parts of the brain (Weiss, 2000). Every creature and object we come into contact with triggers a response and adds a memory. The more stimulation we receive the more triggers and the more responses. Since everything that we do involves our brain, it would stand to reason that we should consider our brains when designing learning.
As memory moves from our short-term memory and working memory, it is important for learning to ensure it passes into our long-term memory. The better our brain functions, the more targeted the stimuli, the more likely the information will be retained and/or learned. Emotions can stimulate the brain and bring expediency to our decision making (Weiss, 2000). However, it is critical that the right levels of controlled emotions are initiated as stimuli. Being too emotional can effect the decision making process.
Having an emotional attachment to the learning process can trigger attention and then meaning which are the first responses required to learn; and the brain to begin the process of moving the information to long-term memory. When designing learning, remembering to include the “what’s in it for me” or WIIFM, can go a long way in helping to form the emotions necessary to trigger attention and meaning to what is being taught.
While emotions stimulate mentally, physical exercise can stimulate physically and mentally. Studies have shown that exercise increases brain mass, cell growth and mood enhancement (Jensen, 2008). All of these attributes contribute to an individual’s ability to process more information which may lead to greater learning. When designing learning, physical activity can be incorporate when determining the number of breaks or direction for the educator or trainer to ensure the learners have ample opportunity to move around in between learning.
Although physical activity and emotions alter brain function to increase learning; high levels of stress can decrease brain function and decrease learning (Weiss, 2000). While under stress, you can still learn, but the learning is more basic. This refers to the part of the brain that becomes active when stress levels are high. What a learner sees, hears and senses passes quickly through the frontal portion of the brain and straight to the cerebellum in the hind brain which is the least developed portion of the brain. It can store “isolated facts” (Weiss, 2000). However, when stress is more controlled, it provides the opportunity for the information to pass through the more developed area of the brain through the frontal lobe and into the cortex where higher level of thinking occurs. Here, information can be processed and examined where greater meaning can be found in the information leading to greater long-term memory storage.
When designing learning, keeping the level of stress at a controllable level can aid in the learning process. For instance, a game will add the stress of competition. Designing the game so that it reinforces information already learned can make the stress more controllable than a game where competition is triggered based on information that the group has not learned.
Whether learning is designed to illicit positive emotions and attachment to the information shared; get learners moving to increase brain activity; or use controlled stress to enhance learning; taking the time to consider the brain when designing learning can improve the design and have positive effects on the learners.
Weiss, R. P. (2000). Brain Based Learning. Training and Development. Retrieved November 15, 2009, from: http://fleen.psych.udel.edu/articles/AEP04.2.6.PDF
Jensen, E.P. (2008). A Fresh Look at Brain Based Education. Kappan Magazine. Retrieved November 15, 2009, from: http://www.pdkintl.org/kappan/k_v89/k0802jen.htm
Various studies have concluded that what we eat, how much exercise we get, strong emotions and even stress can slow or expedite brain function and memory which in turn changes the way we learn (Jensen, 2008). All of our actions and inactions activate a different part of the brain beginning with electrical triggers in our neurons that create neurotransmitters that release, and pass throughout the cerebral cortex and other parts of the brain (Weiss, 2000). Every creature and object we come into contact with triggers a response and adds a memory. The more stimulation we receive the more triggers and the more responses. Since everything that we do involves our brain, it would stand to reason that we should consider our brains when designing learning.
As memory moves from our short-term memory and working memory, it is important for learning to ensure it passes into our long-term memory. The better our brain functions, the more targeted the stimuli, the more likely the information will be retained and/or learned. Emotions can stimulate the brain and bring expediency to our decision making (Weiss, 2000). However, it is critical that the right levels of controlled emotions are initiated as stimuli. Being too emotional can effect the decision making process.
Having an emotional attachment to the learning process can trigger attention and then meaning which are the first responses required to learn; and the brain to begin the process of moving the information to long-term memory. When designing learning, remembering to include the “what’s in it for me” or WIIFM, can go a long way in helping to form the emotions necessary to trigger attention and meaning to what is being taught.
While emotions stimulate mentally, physical exercise can stimulate physically and mentally. Studies have shown that exercise increases brain mass, cell growth and mood enhancement (Jensen, 2008). All of these attributes contribute to an individual’s ability to process more information which may lead to greater learning. When designing learning, physical activity can be incorporate when determining the number of breaks or direction for the educator or trainer to ensure the learners have ample opportunity to move around in between learning.
Although physical activity and emotions alter brain function to increase learning; high levels of stress can decrease brain function and decrease learning (Weiss, 2000). While under stress, you can still learn, but the learning is more basic. This refers to the part of the brain that becomes active when stress levels are high. What a learner sees, hears and senses passes quickly through the frontal portion of the brain and straight to the cerebellum in the hind brain which is the least developed portion of the brain. It can store “isolated facts” (Weiss, 2000). However, when stress is more controlled, it provides the opportunity for the information to pass through the more developed area of the brain through the frontal lobe and into the cortex where higher level of thinking occurs. Here, information can be processed and examined where greater meaning can be found in the information leading to greater long-term memory storage.
When designing learning, keeping the level of stress at a controllable level can aid in the learning process. For instance, a game will add the stress of competition. Designing the game so that it reinforces information already learned can make the stress more controllable than a game where competition is triggered based on information that the group has not learned.
Whether learning is designed to illicit positive emotions and attachment to the information shared; get learners moving to increase brain activity; or use controlled stress to enhance learning; taking the time to consider the brain when designing learning can improve the design and have positive effects on the learners.
Weiss, R. P. (2000). Brain Based Learning. Training and Development. Retrieved November 15, 2009, from: http://fleen.psych.udel.edu/articles/AEP04.2.6.PDF
Jensen, E.P. (2008). A Fresh Look at Brain Based Education. Kappan Magazine. Retrieved November 15, 2009, from: http://www.pdkintl.org/kappan/k_v89/k0802jen.htm
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