Luther Prater's Theory Review

Theory Review:

Warning: I tried to cite TED Talks. Did some research on APA style and how to cite them properly. I don't think they look right, but the manual says they are correct. I don't know if TED Talks are considered scholarly or not, but I love them so here they are!

Luther Prater	Commented On
	Abi Perdue MooreHagan Lawson

Brain and Learning

Preface:

The class I currently teach is entitled Ivy Tech 111: Student Success. Although I teach it at the high school level the curriculum remains consistent with the college-level counterpart. It is a class that is required of all new Ivy Tech students. Class topics include time management, note-taking, and navigating the financial aid process. Currently, the Ivy Tech retention rate is 50%, which is much lower than that of similar schools. At our yearly in-service, where Ivy Tech instructors learn about new policies and procedures for the upcoming school year, there was a renewed emphasis on retention. It seems that many new students are dropping out of college due to personal conflicts. At the meeting, the administrators representing Ivy Tech suggested that we instructors make more of an effort to build a relationship with students. They cited research that shows when there is quality communication between instructors and students, student retention improves. They suggested that instructors take time to “get to know” the students on a more personal level so that instructors can better meet the student’s needs. The summary was that by taking time to listen to students, instructors would form a bond that can be used to persuade students to stay on course toward their degree. It is with this impetus that I decided to write about the importance of relationships in the adult learning environment. This theory review discusses the reluctant learner. The learner that is characterized by weak motivation and is susceptible to outside influences that detract from the process of learning.

This is an exploration of a (possibly proven) theory involving the brain and learning. In my career as a college and careers teacher, we often watch TED Talks about the brain and how the brain retains information. The purpose is to empower students by educating them on strategies that will help them be better students, employees, and citizens. A component of the lesson is a basic understanding of how the brain functions and the effects of stress on the brain as it pertains to learning.  I have a personal interest in this topic because of my principle to always strive to be a better educator. 

Theory:

Stress that affects learning includes, but is not limited to, lack of sleep, childhood trauma (ACES Test), diet, exercise, and learning skills (like how to take notes). When under stress, the brain releases a poison called cortisol which blocks brain function and allows the flight or flight response to have full access to our motor controls. Cortisol allows us to be able to run from a bear and not think about our taxes or what we are going to make for dinner. The problem is that if the bear lives with the child and comes home from work everyday, the brain is awash in cortisol too often and that affects the brain’s development. We can just imagine the effects of a child’s undeveloped frontal cortex constantly awash in cortisol and therefore an overactive amygdala with free reign over the body. (TED-Ed. 2015) With synaptic pruning, unused portions of the brain are “pruned away” much like pruning a tree. The parts of the brain that are not used, go away to make room for synapses that are being used. If the brain is awash in cortisol, then certain parts of the brain, most likely the prefrontal cortex, is going to get pruned because it never gets a chance to be engaged. Many adults who are re-entering the classroom, may be victims of childhood trauma, or simply live a high-stress lifestyle that could block any future learning until that stress is diminished, at least temporarily.(TED. 2015)

The bright side is that the brain is always changing to adapt to its environment. The pruning of the brain happens throughout a lifetime, but the neuroplasticity of the brain allows it to grow new neurons. Even older adults have a neuroplastic brain. Even though it is less neuroplastic than the developing brain, the adult brain can grow new neurons and can learn new information. (TED. 2015) In a learning environment that is free from stress, the brain is free of cortisol and is open to learning. 

It is with this reliance on the ability of the brain to change and grow new neurons, that I have developed an interest in adult education. I know that many people have struggled and do struggle with the realities of adulthood, yet everyone has a desire to learn and want a better life. What I want to do is use the knowledge of the effects of stress to create a learning environment that is conducive to learning for people who are feeling stressed. I especially want to help older adults overcome challenges that cause stress such as personal finance and handling difficult relationships. 

Special Attention to the Brain in Learning in Context

It is important for the instructor to be prepared for students that enter a classroom already stressed with a brain partly awash in cortisol. Those students may feel anxiety, be emotionally reactive, be disruptive, or appear withdrawn. With special attention paid to the learning environment, steps can be taken to create a classroom environment that is conducive to learning for students that are stress reactive. (MacKeracher 2006 p.126)

Adults entering a new learning environment may be experiencing high degrees of financial stress, stress from difficult relationships, health problems, or other sources of stress. Attention needs to be given to seating, quality of sound, and lessons that are well organized with instructions that are complete and easy to follow. Special attention needs to be given to the quality of the relationship between the teacher and the learner. Often this requires classroom time set aside for listening and the development of that trusted relationship. (MacKeracher 2006 p.127)

From my experience working with both teens and adults, the quality of relationship between the instructor and the learner plays a key role in reducing anxiety and opening up the opportunity to learn new information. MacKeracher states that a positive relationship creates an environment where the learner feels comfortable enough to take risks. “The learner facilitator relationship is the primary context within which learning occurs” (MacKeracher, 2006, p.152) I have found that blocking out several minutes (sometimes more) at the beginning of instruction to listen to concerns goes a long way in developing a trusting relationship. (TED. 2015) This is an opportunity for the student to teach the teacher the specific problems the student is facing, asparations the student may have, and perceived learning difficulties in the subject area. Most importantly for the learner, it allows for a time to reconcile some of the stresses that were brought into the classroom. By “talking it out” the student can find in the teacher a partner to share the struggle with and form a bond that creates a sense of safety where learning can now take place. 

Once the relationship is established, it is up to the instructor to maintain the relationship. The student may be stress free at the beginning of one lesson and be overcome with anxiety the next. It is the instructor’s role to open up the opportunity for the student to express his or her concerns. There is no point in teaching a lesson to a student that is not mentally prepared to take in new information. Under stress the biology of the brain prevents new learning, so it is the job of the teacher to help the student prepare, or at least, teach the student how to prepare himself or herself ways to mentally prepare for the lesson. (TED. 2014) 

Application in the Classroom

The most effective way of creating a safe learning environment is to foster a relationship between the teacher and the learner is by active listening and asking probing questions. Take notes on what was discussed and follow up at the next meeting. In a scenario with many students in the classroom at once, the instructor can assign journals, diaries, feedback from the previous lesson, short questions, or simply allow students to express themselves verbally. Icebreakers are a great way for students to form bonds between each other. By arranging seats in groups, there may be bonds that form that offer support that is needed by one or more members of the group. 

Examples 

At my high school, I am on the technology support committee. Our committee's role is to assist teachers with using the available technology. I have conducted small workshops to learn new learning management systems such as Google Classroom, and Powerschool. My workshops are small (3-5 teachers) who are struggling with adapting to the new technology. When beginning a lesson, I ask questions about their current abilities and allow them a moment to “unwind” with a little laughter before beginning the lesson. When the lesson begins, I begin slow and simple, often teaching tasks that I assume they already know how to do. This instills confidence in the learner. Then through scaffolding, we work toward more complex tasks, while always eliciting feedback. This way the lessons are fun, they cater to the learner, and I know what information they are lacking and what they need to know. Learning new skills outside of a person’s comfort zone can feel daunting, but by building a rapport, the process is a lot easier together. Listening is a way the instructor can show deference to the student and therefore give the student the courage to take on new challenges. 

Reflection: I encourage everyone (both educators and students) to learn about the ways stress affects learning and behavior. 

References

Lawson, K. (2016). The Trainer's Handbook, 4th Edition. John Wiley & Sons.

MacKeracher, D. (2010). Making sense of adult learning. University of Toronto Press.

TED-Ed. (2015, November 09). How stress affects your brain - Madhumita Murgia. Retrieved from https://www.youtube.com/watch?v=WuyPuH9ojCE

TED. (2015, February 17). How childhood trauma affects health across a lifetime | Nadine Burke Harris. Retrieved from https://www.youtube.com/watch?v=95ovIJ3dsNk

TED. (2014, May 19). Why good leaders make you feel safe | Simon Sinek. Retrieved from https://www.youtube.com/watch?v=lmyZMtPVodo

TED.. (2015, December 15). After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver. Retrieved from https://www.youtube.com/watch?v=LNHBMFCzznE

TED. (2015, January 07). The power of listening | William Ury | TEDxSanDiego. Retrieved from https://www.youtube.com/watch?v=saXfavo1OQo&t=69s