Brain and Learning Theory Review

Myrna Martin

EDAC 635

Myrna Martin	Commented On
	1.     Linda Conwell-Ramseyer
	2.     Barbara Holly

Brain and mind in learning is the core of the collective process that we use for learning, perceiving, remembering, thinking deciding and problem-solving. The mind cognition concept is made up of perception strategies that process though sensory information and interprets the same information based on past experience and conceptual activity. Memory strategies which act as a process that maintains and registers life information and experiences. It is assumed that information is stored long term but there is a process of how information is stored and retrieved. The brain has ways of processing information long term and short term. The thinking process is the most complicated and requires perception and memory. Thinking is serial, systematic, logical, abstract and objective. Cognition wraps up the process of the brain and mind. This process is based on the ability to reflect, adapt and increase the information that is taken in and exported into intelligence. Our brains are suffused with a vast number of interdependent networks. We process all incoming information through those networks, and any information already stored influences how and what we learn (Weiss, 2000).

Sensation and Learning

Our brains are composed of components that work within a networks. We process all incoming information through those networks and any information already stored influences how and what we learn. Sensation has to be manifested in a person’s mind. So that sensations, feelings and what you see actually comes from the brain. Sensation is in the brain and we learn through our feelings. Sensation is an important part of learning. Sensation is the physical process by which one uses one's sense organs to respond to the environmental stimuli around them; while perception is an interpretation of stimuli. Sensation is used to learn, while perception is in what interprets what is learned (Saylor.org, 2012).

The brain and the process of learning are made up of sensation, thinking, understanding and perception. All of these functions are responsible for the brain’s learning processes. We all know that all brains are different which is evident in how we display emotions.  When we learn through and experience feelings, the brain communicates with our body in a scientific way. As our brain is stimulated by exposure and by new experiences, theoretically and according to the author, Postle; the brain has the ability to “hold information in mind” – to think about it – in the absence of steady input from the outside world, is central to our conscious experience. It also gives rise to working memory, the ability to flexibly use this information to guide behavior, often after it has been juggled or otherwise transformed. Working memory is critical for many domains of cognition, including planning, problem-solving, and language production and comprehension (Postle, 2016).

Using Brain and Learning

Measuring a student’s learning style should be a major component in creating a learning environment. Knowledge of how learning takes place in the brain into the information of value to people concerned with education. The aim of the learning brain: Lessons for education is to reduce the gap that unfortunately separates brain science and education science (Blakemore & Frith, 2005).

Taken from: The Peak Performance Center

The thinking process as depicted in the diagram below provides an illustration on the mechanism of the thinking.  This is important information to know as it gives us insight on how information is processed, effective thinking skills and retaining and recalling facts. Thinking enables you to connect and integrate new experiences into your existing understanding and perception of how things are (http://thepeakperformancecenter.com/educational-learning/thinking/).

Summary

Implementing brain theory and learning into teaching is very important. Brain learning activities and programming should include brain training activities that focus on and strengthen fragile thinking while working to improve comprehension. These programs should include one on one mental drills that offer activities that are challenging but fun. They should address the student’s learning styles, to get the best outcome.

Refection

            This paper was interesting to compile given that I had to gather my thoughts on what I thought about the brain and learning. The brain is complex and it includes emotion, sensory translation, thinking, and comprehension. This is the complex part; distinguishing those components from the topic of brain and learning. Unfortunately, the more I read about the subject, it became impossible to discuss brain theory without mentioning emotion sensation and thinking. My information was retrieved from everywhere. I noticed that most articles and books focused on the neurological brain. This made it somewhat difficult extracting valuable information rather than information on neurons and how dendrites function. I do believe that this assignment should have done as a group. I do believe that while I do make great points, this theoretical review was not strong.

Table 1. Summary of the theoretical ideas

The main theoretical idea

Summary of how to apply the main theoretical idea into practice. to apply the main theoretical ideas in practice

·         Implementing brain theory and learning and teaching is very important. ·         Brain learning activities and programming should include brain training activities that focus on and strengthen fragile thinking while working to improve comprehension.

It helps students to be more alert. It increases comprehension and recalling skills. Measuring a student’s learning style should be a major component in creating a learning environment. Knowledge of how learning takes place in the brain and translating into information should be of value to people concerned with education. Activities designed to train the brain to recognize and utilize emotion, sensory, thinking, and comprehension.

References

1.    Blakemore, S.-J., & Frith, U. (2005). The learning brain: Lessons for education.

Malden, :Blackwell Publishing.

2.    Postle B.R., (2016)  How does the brain keep information “in mind”?Curr Dir Psychol

     Sci.(3):151-156.

3.    Saylor.org. (2012). Retrieved from http://www/saylor.org/courses/psych306/

4.    Weiss, R.P.,(2000). “Brain Based Learning." Training & Development. p. 21. Gale

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