Since I have been looking at the importance of building a language for learning and developing individual plans for each child. I have become very interested in how the brain works and how this can help my understanding of each learner on a personal level. So I was lucky to have been able to go to a conference with Nathan Wallis and Andrew Fuller - who gave great insights into the learning brain. Here are my notes from the day:
These are bullet points that explain this model but there is a link in the photo to help shed more light on it;
1 - Brain stem - 'Survival Brain' both 1 and 2 are known as the reptilian brain
2. Mid Brain/ cerebellum - responsible for movement etc
3. Limbic System - Emotions
4. Frontal lobe - Literacy, Numeracy, Empathy
5. Parietal Lobe - visualising language that is spoken to you
Electricity in the centre of the neocons
Information is carried in the neutron pathways ‘ use it or loose it ‘
If you don’t know something you just haven’t generated the neuron pathway to know it
Synaptic connection ‘aww moment’ we have to find out what creates it
Not all neurons stay in your Brain forever - it uses milen. The more we repeat the new learning, the more the pathway gets covered in milen and the more the new learning gets cemented in our memory.
Nothing sets off the neutron pathways than human faces
Digital learning works as well as face to face building on the relationships that you start on top to face to face learning.
Making connections - means you are linking in their network of motor neurone - already having dispositions. So the more we link the children's learning to their passions/ things they are interested in the better their understanding.
Don't destroy the Love of leaning - in brain number 3
Gifted children is a thing
The make up for people can be genetics - hypocampus
Success breeds success
Endorphins allows children to learn if they are in survive mode (cortisol) you can not take in more information starts from evolution
Top 3 release the endorphins -
BRAIN NUMBER 2 NEEDS A RHYTHMIC PATTERN
Cortisol prevents a pathway from creating to make the child know not to do something - if you are learning with cortisol then you are breaking the pathway e.g. shouting makes it harder to learn or the word ‘don’t use ‘ we should do it ….’
Cognitive training in the parietal lobe - repeating saying what you want and describe the behaviour you want to see e.g. ‘sit down on the chair’ instead of ‘go to the seat and do not do that’
Poutama - its like a staircase - need opportunities to practise learning
Although we do not know what the future holds I feel we have to attempt to understand what qualities and skills will be needed/desired to be successful adults: creative, risk takers who can self regulate and adapt to a changing environment (with confidence or resilience?). - That's my thoughts anyways. Helping children to accept and understand what ‘comfortable with being uncomfortable so you are prepared for anything’ means.