Glaser Theory Review

 

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Taylor Glaser

 Cara Johnson

 

The Brain and Mind in Adult Learning

Taylor Glaser

 

Theoretical Points

            Leaning happens in the brain. In order to be better educator’s, we must not only understand the brain and mind but know how to leverage its structure and functions to ensure that learning takes place in an effective and deep manner. The act of learning causes the brain to change physically. Zull (2006) describes several studies that show more connections in portions of the brain that are engaged in learning while the learner is actively using what we learned but if the learner stops using that knowledge or making those connections, the brain reverts back to the previous state. Taylor and Lamoreaux (2008) describe this phenomenon as the neurons becoming wired together as the fire together. The neurons don’t just make one connection, the make several connections and grow “bushier” making connections to other neurons. 

            The more connections that can be made, and hopefully used at a later date, the better for the desired learning outcomes. Taylor and Lamoreaux (2008) and Zull (2006) both provide a framework to ensuring that learning is as powerful and long lasting as possible. This framework works with the directionally of the neocortex. This directionally moves form sensory to association to motor. (Zull, 2006) The framework that is provided is 4 steps. The first step is experience. This step provides the sensory step in the brain connections. When educators are constructing experiences, they need remember that “events are filtered physically…and psychologically.” (Taylor and Lamoreaux, 2008) This is important for educators to remember as every learner brings their own set of expectations, past experiences, and biases with them to every learning experience. The second step is reflection. Rarely when the brain is experiencing can it start the association. Reflection provides time for the association. The penultimate step is creating or abstraction. This phrase allows the brain additional time to complete the association phrase and start the motor phrase. The final stage is testing. This allows the learner to put into motion the learning that has taken place.  

            In addition to using the brains structure to the educator’s advantage, the educator must also consider the learner’s emotional state when structuring activities. Cozolino and Sprokay note that the principles of learning in every classroom, regardless of age are 

“a safe and trusting relationship with an attuned other, maintenance of a moderate level of arousal, activation of both thinking and feeling, a language of self-reflection, coconstruction of a narrative that reflects a positive and optimistic self.” (2006) 

It if known that as a brain ages neuroplasticity, the ability to make new connections, is lessened; however, “the attention of a caring, aware mentor may support the plasticity that leads to better, more meaningful learning.” (Cozolina and Sprokay, 2006) Not only can a caring, aware mentor play an important part to learning as it leads to neuroplasticity, but the educator must also ensure that the learner is in a moderate level or arousal, meaning that the learner needs to be interested in what is being learned but not stressed. Caine and Caine (2006) explain that this state of mind is considered “relaxed alertness.” If the learner is in a heightened state, the brain is focused on reducing that state of stress and is less available for learning. (Taylor, 2006) The brain has many functions that it is responsible for besides learning and educators must learn to balance the brain’s roles to ensure optimal learning


Application

            The application of these theories is quite direct. Educators should attempt to ensure that an activity activates each part of the brain to attempt to maximize the amount of learning that takes place. The 4 stage process of experience, reflections, creating, and testing has direct implications into an educators planning of activities. While not all activities will be able to be planned in a manner that engages off 4 of the stages, a concept could be attached in such a manner. Any combination of activities could be used to ensure that the concept that is being learned fully engages the brain over time. As previously discussed, learning changes the brain and the more often those changes can be used, the more likely the learning outcome will be positive. 

            Another direct application of these theories is offered by Caine and Caine (2006) to help educators balance the brain’s functions. These methods are to “discover and nourish purpose and passion”, “learn to recognize survival mode”, and to “practice the art of scaffolding”. Caine and Caine (2006) explain that if a learner is interested in the topic, it is easier for them to learn even if their brains are not in an optimal state to learn. This is the method that they coined “discover and nourish purpose and passion.” Learning to recognize survival mode is just as it sounds. Educators should know the signs of potential survival mode and have options to change the educational plan if needed. They also recognize that it is easier to build upon knowledge that is already held than it is to build the knowledge all at once. This method is what Caine and Caine (2006) named “practice the art of scaffolding.” These steps can be difficult in many learning environments, especially the online environment that we currently find ourselves in. 

 

Reflection

            The process of learning about the brain and mind has been enlightening. As an aspiring adult educator, I believe it is important to fully understand the brain of the learner. My findings through my research have provided what I believe to be great insight into not only the brain in terms of a learner but also in general terms. The research highlights the fact that the brain is a social organ and ultimately it learns better in such an environment. I also stumbled over a quite that I love. “Wisdom involves the integration of thoughts and feelings and blending experience, perspective, understanding, and compassion.” (Cozolino and Sprokay, 2006) This in my mind, is the true calling off an educator whether they are teaching adults or children. 


Highlights

            The most significant parts of this theory review are the practical steps that educators are able to take. As educators, we strive to ensure that the information that we provide is provided in a manner that will impact our students in the greatest manner. Those practical steps include the steps that can be taken to engage all aspects of the brain as well as the suggestions provided by Caine and Caine (2006) to help educators manage the brains many functions to ensure optimal learning. 


Process

            My personal process for all research projects is to find as many resources as I can, read them all and to find what resonates with me. I stumbled upon a journal that I found very interesting. This journal is New Directions for Adult and Continuing Education. I ended up only using sources from this journal for my theory review as I found them to answer all the questions that I had to be very informative. As it comes to group work, I generally do not enjoy working in a group but my group for this course has been fantastic in terms of communication. While over communicating can be annoying, I find that more communication rather than less, eases my anxiety over not being in control over all the pieces of the final project. 

 

Table 1. Summary of the theoretical ideas

The main theoretical ideas

Summary of application in practice 

The neocortex works directionally from sensory to association to motor. We can ensure that learning is done deeply by following a 4-stage path of experience, reflections, creating, and testing. 

To ensure the deepest, more long-lasting learning activities should be constructed in a way to ensure that the 4-stage path is followed. Whether this is done in one activity or a series of activities is dependent on the educator, environment, content, and learners. 

Neuroplasticity is increased when learners are in a caring environment with a caring mentor. 

Educators should strive to fulfill a mentor role rather than a traditional teacher role. The educator should always attempt to be as caring as possible and to provide a caring environment. Making these changes to the educator’s mindset allows for optimal learning. 

The learners state of arousal when learning has a large impact on how well a learner learns. 

The brain’s functions include regulating hormones and other life sustaining functions on top of learning. If a learner is in a low state of arousal, they will not learn what they could as they are not actively engaging. If the learner is in a high state of arousal, they brain will be spending most of its energy working to bring down that state of arousal. Learning in and of itself can be a high arousal activity for many learners. Helping learners manage their arousal states is an integral part of what educators do. 

 

References

Caine, G., & Caine, R. N. (2006). Meaningful learning and the executive functions of the brain. New Directions for Adult and Continuing Education, 2006(110), 53-61. https://doi-org.proxy.bsu.edu/10.1002/ace.219

Cozolino, L., & Sprokay, S. (2006). Neuroscience and adult learning. New Directions for Adult & Continuing Education, 2006(110), 11-19. https://doi-org.proxy.bsu.edu/10.1002/ace.214

Taylor, K. (2006). Brain function and adult learning: Implications for practice. New Directions for Adult and Continuing Education, 2006(110), 71-85. https://doi-org.proxy.bsu.edu/10.1002/ace.221

Taylor, K., & Lamoreaux, A. (2008). Teaching with the brain in mind. New Directions for Adult & Continuing Education, 119, 49-59.

Zull, J.E. (2006). Key aspects of how the brain learns. New Directions for Adult and Continuing Education, 2006(110), 3-9. https://doi-org.proxy.bsu.edu/10.1002/ace.213

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