Learning and the Brain

Responsive Teaching begins with knowing and understanding Diverse Learners

Novice Learner

is dependent on the teacher to carry most of the cognitive load
Is unsure of how to tackle a new task
Cannot complete a task without scaffolds
Will sit passively and wait if stuck until teacher intervenes
Doesn't retain information well or 'doesn't get it."
Fixed mindset

Expert Learner

Relies on the teacher to carry some of the cognitive load temporarily
Utilizes strategies and processes for tackling a new task
Regularly attempts new tasks without scaffolds
Has cognitive strategies for getting unstuck.
Has learned how to retrieve information from long-term memory
Growth mindset

Compare CI Students from 2007 to 2018

2007 is the first graduating class to include first-time full-time Freshman who began at CSUCI. How are students changing? Compare the percent of URM, 1st Generation and Pell Eligible students between these two years.

“For culturally and linguistically diverse students, their opportunities to develop habits of mind and cognitive capacities are limited or non-existent because of educational inequity. The result is their cognitive growth is stunted, leaving them dependent learners, unable to work to their full potential.” (Hammond, 2015 p.12)

Stress and Learning

Based on the book by Zaretta Hammond, Culturally Responsive Teaching and the Brain (2015).

Limbic Region

The green section to the left. Known as the 'emotional brain,' linking emotions, behavior, and cognition together. It records memories of past experiences (good and bad).

Meet the Members of the Limbic Region...

The Watcher

Reticular Activating System (RAS)

On watch 24/7 for possible threats (bodily or emotional). Sends risk reports to the amygdala.

The Guard Dog

Amygdala

It's our fight, flight, freeze, or appease control center. It can act on its own if it thinks we are in severe danger.

The Wikipedia Page

Hippocampus

The information processing zone and home to:

background knowledge
working memory.

Working memory shrinks when the amygdala is triggered.

The Command Center

Neocortex

Slow to process but smart. Includes Executive Function which controls planning, abstract thinking, organization, and self-regulation. Our imagination lives here!

Compare the list of tasks managed by Executive Function and the characteristics of Novice Learners

To reach the Neocortex information must make it through the RAS and Amygdala without triggering a threat response.

"When the amygdala sounds its alarm with cortisol, all other cognitive functions such as learning, problem solving, or creative thinking stop."

(Hammond, 2015)

Stress, Scaffolding and Rigor

Yes, we grow from 'stress'. In fact your brain increases in gray matter (neuroplasticity) from productive struggle. But the struggle must be 'productive', meaning the learner is equipped (prepared with the strategies and has a sense of self-efficacy) to work through the challenges. Stress triggered by fear causes the neuro pathway to the learning part of the brain to shut down. This is an automatic chemical response. Literally, learning cannot occur.

Including scaffolds to help students navigate and interact with content is like shining a flashlight on a dim path. Light doesn't make obstacles go away, but it does give you the information you need to manage what lays ahead. Scaffolding supports those who need it and will not harm those who don't. It is the opposite of diminished expectations. Rather, scaffolding communicates the expectation that all students can achieve success.

How can we avoid amygdala hijack?

Stop and reflect privately

Where have you experienced success with virtual instruction?
Where have you encountered challenges during virtual instruction?
How can you tell students are achieving your outcomes?
Where are your expectations not being met or is it difficult to determine 'how' they are 'doing'?
Finish this statement, "If students could just _______ they would ______."

Page updated

Report abuse