Assignments
Thought Paper No. 2
Educators are in the business of helping people learn. At this moment, science provides a means for a more accurate description of how learning takes place through neural imaging. This leads me to unequivocally support the idea that understanding neural learning physiology will be of benefit to everyone involved in education. Resulting in changes to teacher practice that place a complementary emphasis on understanding the behavioral and psychological aspects of learning with an advanced understanding of how the brain changes as it is used in the process of learning. I can equate the benefits of teachers having an understanding of cognitive neuroscience to any professional having the most in-depth knowledge of their area of expertise at the most molecular level.
The affordances created from bridging education and neuroscience has undeniable potential for educators. Even with less than thirty years of clinical research (Benaros et al, 2010) the multitude of ways that educators can effectively utilize such understanding is powerful. Prospectively, educators would be more influential using techniques that will result in direct activation of certain areas of the brain that are most impactful. Combining the small understandings that have been generated thus far with further cognitive neuro-research will compellingly alter and improve pedagogy .
Presently, there is a need for more “educational” type practices to be tested for effectiveness with neuroscience. Thus far, any linkages between conclusions from neural science and the realities of western educational practice have been minimal. In my own teaching, as within the larger body of education, it is challenging to discern how relevant the traditional findings from neuroscience are in application (Coch & Ansari, 2009). However the potential for precision cognitive neuroscience research, to prove or disprove the effectiveness of strategies presently employed or considered, will be a reality in the near future.
References
Benaros, S. & Lipina, S. & Segretin, M. & Hermida, M. & Jorge, J. (2010). Neuroscience and education: towards the construction of interactive bridges. Rev Neurol, 50(3), 179-186.
Coch, D. & Ansari, D. (2009). Thinking about mechanisms is crucial to connecting neuroscience and education. Cortex, 45(4), 546-7.
Thought Paper No. 1
Behaviorism can be causally linked to the intricacies of learning mechanics. Students displaying appropriate learned behavior strategies are more receptive to knowledge. Specifically, this linkage provides a new way of addressing why sometimes learning fails, even when the ability and potential of the student is identified. Current studies illustrate that behaviors involving students’ self-regulation play a key role in how well they learn (Zimmerman & Schunk, 2008). Connecting behaviorism as necessary to the actual mechanics of learning provides cause and effect in situations where learning is stunted even with a capable student.
To reflect that all cases where learning fails to occur as attributable to behaviorism would be simplistic and naive. One cannot ignore the multitude of factors integral to any positive learning situation including; the needs of the learner, the actualities of the knowledge, the role of good assessment and the community’s needs (Anderson, 2008). Human learning is a complex and highly involved process.
Recently, researchers have identified the need for behavioral skills to be taught and incorporated for student success. These studies provocatively point to a lack of specific behavioral skills, mainly self-regulatory, as explaining the discrepancies seen with some learners known ability and their actual academic performance (Zimmerman & Schunk, 2008). Self regulatory factors such as organization, setting goals, and managing time are all tools that fall within the scope of behaviorism strategies. Thereby promoting directly the conclusion that behaviorist interventions can increase the ability for learning to occur through initiating self-regulatory behavior that ensure student success.
References
Anderson, T. (2008).Towards a Theory of Online Learning. In Anderson, T. & Elloumi, F. (Eds) The Theory and Practice of Online Learning (pp.45-48) Edmonton, AB: AU Press
Zimmerman, B. & Schunk, D (Eds). (2008) Motivation and Self-Regulated Learning: Theory, Research and Applications (pp. 7-9)New York, NY: Taylor and Francis Group