The Brain Science Behind Learning

Students at the Center and the Jobs for the Future created this infographic: Brainy Approaches to Learning about the brain science behind learning. It is used to illustrate the research from the report "Mind, Brain and Research" that answers the questions:

• What does brain research tell us about how we learn and how learning, in turn, shapes the architecture of the brain?
• What is the connection between the stress of poverty and the impact of emotions on learning?

We divided the infographic in separate sections to explain in more detail how brain science behind learning supports the concept of Personalized Learning. When you review this and understand that each brain is unique and changes as it learns, personalizing learning makes sense.

The brain changes when you learn. This is called "neuroplasticity" which means that our brains continually change and grow as we learn new things. This means when you learn something new, your brain makes new connections. The cognitive neuroscience and brain imaging technology have discovered how malleable the brain is and has refuted the idea that a person's mind is fixed or static. In fact, it is dynamic and responsive to experiences throughout their life. 

[Source: “Expanding Our ‘Frames’ of Mind for Education and the Arts” by Jennifer Groff in Harvard Educational Review, Spring 2013 (Vol. 83, #1, p. 15-39),www.harvardeducationalreview.org]

You learn when your brain is active. Your brain is even active when you reflect on your learning. It is all about experiencing learning in an active role. It is about how we help learners develop questions about the information they read or hear; an inquiring mind that wonders, discovers, questions and expands their thinking. An active mind that has a growth mindset is one that knows how to learn, unlearn and relearn.

Learning happens all the time not just in school. All of us started out as learners or we would not have walked and talked. It is in our DNA. You are having experiences all day long when you plan, when you read, when you are in a conversation with someone. With the advent of mobile devices as a standard tool, learning can and should take place, anytime and anywhere. Accessibility for all learners will be instrumental for this to happen.

The principles of Universal Design for Learning (UDL) provides a lens for teachers to understand how learners learn best; their strengths, challenges, aptitudes, interests and yes, their passions. With this understanding, teachers are better informed in how to universally- design their instruction that can reduce barriers to learning as well as optimize the levels of support and challenge to meet the needs and interests of all learners in the classroom. 

(Universal Design for Learning is a registered trademark of CAST-www.cast.org)

It is all about the learner and learner-centered approaches. Here is just a glimpse of what that could look like and mean. Understanding how each learner is motivated and engaged is central in designing learner-centered environments. The essential elements in creating learning environments that provide motivation and engagement is to give the learner voice and choice in the learning so that they have a stake in what they learn and how they learn. In this new learning environment, the role of the teacher and learner changes. The teacher's role changes to one as a co-designer, facilitator and partner in learning. For the learner, they learn how to co-design lessons and assessments and ultimately direct their own learning, always reflecting on their learning to demonstrate mastery.

We want to thank Jobs for the Future and Students at the Center for giving us permission to share this infographic and the work they are doing on student-centered learning. 

RtI in a Personalized Learning Environment

What is RtI?

Response to Intervention (RtI) is multi-level instruction aimed at all students and is required by the Individuals with Disabilities Education Act (IDEA). Learning outcomes cover all required standards, yet the focus is on what is wrong with the child and weaknesses instead of their strengths. Teachers tend to spend more time trying to be compliant filling out forms than working with at-risk students. RtI is classified in three tiers. In all tiers, the teacher provides interventions and is responsible for the learning. Learn more about RtI from the National Center for Response to Intervention

RtI for All Learners

Instead of waiting until a learner fails, you can target each learner's specific learning needs when they need it as they need it. In fact, in a Personalized Learning Environment, learners own and drive their learning by designing their learning goals with their teacher. The teacher uses interventions based on the learning goals right from the beginning of the learning process. The teacher designs learning strategies identified through the Universal Design for Learning (UDL) lens so interventions that may be needed can be identified earlier. When teachers understand each learner using their UDL lens and their strengths, interests, passions, standards, then learners take responsibility for their learning so they can acquire the skills and knowledge they need to succeed in their future. Teachers and learners work together so learners receive additional support before they fail. Failure is no longer an option under a Personalized Learning Environment.

Jim Rickabaugh, Director of the Institute @ CESA #1 wrote in his post Finding Coherence with RtI and Personalized Learning:

"An educational system that is designed to support personalized learning is structured differently from the current system. Instruction is designed to wrap around the learner at all times. The framework of a personalized learning approach enables educators to position intervention to occur as soon as the learner needs it. As a result, success is designed in from the beginning and learners are less likely to experience the loss of confidence that too often accompanies repeated failure to learn in the current system. Much remediation today must address the confusion and misconceptions learners may have from “first learning.” If students are able to learn constantly in a way that best fits them, “first learning” is less likely to become a significant barrier." 

 RtI easily fits under the umbrella of Personalized Learning.